opinion essay exercise pdf

English Grammar Online Exercises and Downloadable Worksheets

Essay writing.

In this section you can find writing topics and prompts for students . Material covers essays, letters. emails, articles and others. For each topic there is also a PDF - printer-friendly version available.

Argumentative Essays - Opinion Essays

• ESS010 - Basic Income
• ESS009 - Strict Parenting
• ESS008 - Visiting Museums
• ESS007 - Vegetarianism
• ESS006 - School Sports
• ESS005 - Cyberbullying - Opinion Essay
• ESS001 - Shopping Mall or Sports Ground - Argumentative Essay
• ESS002 - Computers and the Internet
• ESS003 - New Media
• ESS004 - School Sport

Online Exercises

• Gerund - Infinitive
• Adjective - Adverb
• Modal Verbs
• Passive Voice
• Reported Speech
• Definite and Indefinite Articles
• Prepositions
• Connectives and Linking Words
• Quantifiers
• Question and Negations
• Relative Pronouns
• Indefinite Pronouns
• Possessive Pronouns
• Phrasal Verbs
• Common Mistakes
• Missing Word Cloze
• Word Formation
• Multiple Choice Cloze
• Prefixes and Suffixes
• Key Word Transformation
• Editing - One Word Too Many
• Collocations
• General Vocabulary
• Adjectives - Adverbs
• Gerund and Infinitive
• Conjunctions and Linking Words
• Question and Negation
• Error Analysis
• Translation Sentences
• Multiple Choice
• Banked Gap Fill
• Open Gap Fill
• General Vocabulary Exercises
• Argumentative Essays
• Letters and Emails
• English News Articles
• Privacy Policy

Essential Opinion and Argument Writing Templates and Worksheets

Opinion and argument writing is a great topic if you have good activities and exercises to develop students’ ideas.  Brainstorming and organizing exercises help students generate language and ideas that can be the basis of good opinion/argumentative writing.

1  Controversial  topics

  This is a discussion and argument essay brainstorm worksheet for controversial topics. Students need to decide whether they are pro or con each issue and support their position with three reasons.  

Controversial topics (PDF)

(see the YouTube video)

Subscribe to Eslflow

Subscribe to get full access to the latest and best resources from eslflow.com . There are no ads in the newsletter and you will receive entertaining, high quality, and up-to-date teaching resources regularly. And, if you subscribe, you will be supporting the eslflow website.

2 Working from home vs working in the office argument essay lesson

This is an excellent engaging essay writing lesson. It’s topical, engaging and highly relevant to students’ lives. The lesson includes vocabulary, brainstorming, sentence writing and essay outlining.

Working from home vs working in the office (PDF)

3 Elementary opinion writing lesson

This is an elementary  and introductory opinion writing lesson for lower level or beginner students including brainstorming, outlining and paragraph writing.

Elementary opinion writing lesson (PDF)

Related Resources:

8 comparison/contrast templates and exercises

10 cause/effect writing activities

3 kinds of exercises for teaching transitions

6 memorable narrative essay writing practice exercises (PDF)

6 delightful descriptive paragraph and essay writing exercises  (PDF)

11 essential exercises for elementary writing students (PDF)

9 exercises for writing process essays

4 Brainstorming  controversial Issues (opinion/argument essay icebreaker)

This exercise is a great way to get students started on opinion or argument essay writing. It’s a brainstorming worksheet for controversial issues. Students try to fill the worksheet in with appropriate topics, sub-topics and questions about controversial issues.

Brainstorming controversial issues(PDF)

 5 Brainstorming for an argument essay exercise

           This is a brainstorming template  for an argument or opinion essay. Students choose a topic for  their essay, write it in the centre of the worksheet and  then brainstorm the benefits/disadvantages ..pros/cons …etc.

Brainstorming for an argument essay (PDF)

6  ‘Distracted Driving” Opinion Essay Outline Exercise (with answers)

This is a matching exercise for an opinion essay outline. Students have to match the sentences of an essay about distracted driving on page 2 to the correct parts of the essay outline on page 1. This helps reinforce or review students’ knowledge of essay structure. Answers are provided on page 3 of the PDF file.

Opinion essay outline matching exercise (PDF)

7 Opinion essay box outline template/worksheet

This is an outlining exercise for an opinion essay. Students choose a topic for their essay and then try to plan their essay by filling out the worksheet with ideas and information appropriate to each part of the essay. The first page of the PDF worksheet has an example essay template already filled out for reference.

Opinion essay box outline template/worksheet (PDF)

  8 Opinion paragraph outline exercise: Uniforms

As above , this is another exercise practicing the outlining of an opinion paragraph.  Also, before this exercise, it could be a good idea to brainstorm about uniforms.   Click here for brainstorm worksheet

“Uniforms or Casual Clothes” outline worksheet (PDF)

 9 Opinion paragraph outline exercise: “Lotteries”

This an exercise for practicing the outlining of an opinion paragraph. Students look at the information already filled in. Then they complete the outline with their own ideas.

Lotteries outline worksheet (PDF)

10 Writing opinion sentences about new technologies (with answers)

This worksheet that can be used  to help students  improve their writing skills and express their opinions about automated and robotic technologies including driverless vehicles, smartphone payments and smart watches.

Writing opinion sentences about automated devices/new technologies (PDF)

11 Opinion essay exercise: “Autonomous Vehicles”

This is English language exercise for practicing essay writing. The topic is Students look at the information already filled in. Then they complete the essay with their own ideas.

Autonomous vehicles essay writing practice (PDF)

11 Classroom Debate and Discussion Language and Critical Thinking Activities

8 Dynamic Classroom Brainstorming Techniques

6 ESL Exercises and Worksheets for Talking about Cities

15 Captivating Computing, Technology and Innovation Vocabulary and Language Exercises

12 Argument essay: advantages /disadvantages of starting a small business

This an argument essay exercise including a brainstorming activity to generate language and vocabulary about the advantages and disadvantages of  starting a   small business followed by an outlining exercise for an essay on this topic.

Advantages/disadvantages of starting a small business(PDF)

6 Replies to “Essential opinion and argument paragraph and essay writing worksheets”

Hey, anyone who uses these exercises. I’d appreciate a comment…..

They are great and appreciated!

thanks a lot i do appreciated what you have done

Good activities for the special ed. crowd.

good exercises for beginners

Thank you! Using these with inmates studying for the GED.

Leave a Reply Cancel reply

Your email address will not be published. Required fields are marked *

Save my name, email, and website in this browser for the next time I comment.

This site uses Akismet to reduce spam. Learn how your comment data is processed .

RECENT ESL EXERCISES

• Essential listening exercises for ESL classes
• Daily routines and schedules
• Sentence starters
• Writing topic sentences
• Shopping online listening, speaking and vocabulary
• Import/export, logistics and supply chain exercises
• Create a conversation
• Using comparative adjectives
• Gerunds and Infinitives Grammar, Speaking and Listening Activities

Learn Vocabulary

Learn English Vocabulary Through Pictures with 150 Topics

Vocabulary Exercises A1

English Vocabulary Exercises for A1 with Answers.

Vocabulary Exercises A2

English Vocabulary Exercises for A2 with Answers.

Vocabulary Exercises B1

English Vocabulary Exercises for B1 with Answers.

Vocabulary Exercises B2

English Vocabulary Exercises for B2 with Answers.

FULL Grammar Exercises

FULL English Grammar Exercises with Answers

Verbs and Tenses Exercises

English Verbs and Tenses Exercises with Answers and Explanations

Grammar Exercises A1

English Grammar Exercises for A1 with Answers

Grammar Exercises A2

English Grammar Exercises for A2 with Answers

Grammar Exercises B1

English Grammar Exercises for B1 with Answers

Grammar Exercises B2

English Grammar Exercises for B2 with Answers

Listening Exercises Beginner

English Listening Exercises for Beginner with Answers

Listening Exercises A1

English Listening Exercises for A1 with Answers

Listening Exercises A2

English Listening Exercises for A2 with Answers

Listening Exercises B1

English Listening Exercises for B1 with Answers

Listening Exercises B2

English Listening Exercises for B2 with Answers

Listening Tests A1

Practice Listening Tests for A1 with Answers & Transcripts

Listening Tests A2

Practice Listening Tests for A2 with Answers & Transcripts

Listening Tests B1

Practice Listening Tests for B1 with Answers & Transcripts

Listening Tests B2

Practice Listening Tests for B2 with Answers & Transcripts

Word Skills Exercises A1

English Word Skills Exercises for A1 with Answers

Word Skills Exercises A2

English Word Skills Exercises for A2 with Answers

Word Skills Exercises B1

English Word Skills Exercises for B1 with Answers

Word Skills Exercises B2

English Word Skills Exercises for B2 with Answers

Reading Exercises Beginner

English Reading Exercises for Beginner with Answers

Reading Exercises A1

English Reading Exercises for A1 with Answers

Reading ExercisesC A2

English Reading Exercises for A2 with Answers

Reading Exercises B1

English Reading Exercises for B1 with Answers

Reading Exercises B2

English Reading Exercises for B2 with Answers

Speaking Exercises A1

English Speaking Exercises for A1 with Answers

Speaking Exercises A2

English Speaking Exercises for A2 with Answers

Speaking Exercises B1

English Speaking Exercises for B1 with Answers

Speaking Exercises B2

English Speaking Exercises for B2 with Answers

Writing Exercises A1

English Writing Exercises for A1 with Answers

Writing Exercises A2

English Writing Exercises for A2 with Answers

Writing Exercises B1

English Writing Exercises for B1 with Answers

Writing Exercises B2

English Writing Exercises for B2 with Answers

Business Listening A1

Business English Listening Exercises for A1 with Answers

Business Listening A2

Business English Listening Exercises for A2 with Answers

Business Listening B1

Business English Listening Exercises for B1 with Answers

Article Level 1

Improve your ability to speak English

Article Level 2

Article level 3, article level 4, conversations.

Listening Practice Through Dictation with Transcripts

English Writing Exercises for B1 – An opinion essay

English Writing Exercises for B1

Preparation

1. read the task and the essay. in which paragraph (a-d) does the writer ….

1   give his opinion?

2   introduce the topic?

3   make his proposals?

4   sum up the essay?

Some people think that the school curriculum should include subjects such as ‘leading a healthy lifestyle’. Write an essay in which you give your own opinion on this issue and propose ways in which this subject might be taught in schools.

[ A ]   If we can believe recent reports in the press, many teenagers are overweight and unfit. Some people argue that teaching children at school about a healthy lifestyle would help to solve this problem.

[ B ]   In my view , it would be very sensible to teach students how to lead a healthy lifestyle. Health problems later in life often start because people get into bad habits during their teenage years. It is sometimes said that this is the responsibility of the parent and not the school. But as I see it , everyone in society would benefit from this.

[ C ]   In order to tackle this problem , time should be set aside in the school timetable to teach children about the benefits of eating healthily and getting lots of exercise. Moreover , doctors could also play a part by coming into school and talking to students. I suggest that one or two hours a week should be spent on this topic.

[ D ]   To sum up , I agree with those people who believe that healthy living should be taught in schools. It seems to me that the students themselves and society in general would benefit from this proposal.

1 B   2 A   3 C   4 D

2. Complete the gaps with the underlined phrases from the essay.

1   Introducing your opinions

     in my opinion, 1 …………………………. 2 …………………………. 3 ………………………….

2   Introducing other people’s opinions

     It is a widely held view that

     Most people agree that

     It is a common belief that

      4 ………………………….

      5 ………………………….

3   Making an additional point

     What is more,      Not only that, but      Furthermore,

     6 ………………………….

4   Introducing proposals and solutions

     One solution might be to

     What I propose is that

     I would strongly recommend that

     It is vital that

     7 ………………………….  

     8 ………………………….

5   Concluding

      In conclusion,      To conclude,      9 ………………………….

1 In my view   2 as I see it   3 It seems to me that

4 Some people argue that   5 It is sometimes said that

6 Moreover   7 In order to tackle this problem

8 I suggest that   9 To sum up

Writing Guide

Many people think that teenagers spend too much time using electronic gadgets. Write an essay in which you give your own view of the problem and propose ways of solving it.

Writing Strategy

1   Divide your essay into an introduction, main body and conclusion.

2   If the task has more than one element, deal with them in different paragraphs within the main body.

3   Use formal language.

4   Support opinions with evidence or examples.

3. Read the task and the Writing Strategy above. In which paragraph (A-D) of your essay will you …

1   describe the problem?

2   introduce the topic: mention the problem (using different words from the task) and say that you will propose solutions?

3   sum up by saying that you are confident that your proposed solutions will help to solve the problem?

4   propose solutions?

1 B   2 A   3 D   4 C

4. Make notes about the headings below.

My view of the problem and its causes: …………………………….

Solutions to the problem: …………………………………….

your own answers

5. Write your essay. Follow the paragraph plan in exercise 3, and use your notes from exercise 4. Include some phrases from exercise 2.

Related posts.

• English Writing Exercises for B2 – An opinion essay
• English Writing Exercises for B1 – A formal letter
• English Writing Exercises for B1 – A narrative
• English Writing Exercises for B1 – Article: a film review
• English Writing Exercises for B1 – A for and against essay
• English Writing Exercises for B1 – An internet forum post

Submit a Comment Cancel reply

You must be logged in to post a comment.

----------------------------------------

Study Better with The Help of AI

ChatPDF – Chat with any PDF

Quizgecko – Make a Test

Pin It on Pinterest

An opinion essay

Learn how to write an opinion essay.

Do the preparation task first. Then read the text and tips and do the exercises.

Preparation

Matching_MjMxMDM=

Some people think that some types of criminals should not go to prison. Instead they should do unpaid work in the community. To what extent do you agree?

Owing to the great variety of crimes that can be punishable by prison, some people argue that not all criminals are the same and it would therefore be more appropriate to give certain criminals community service instead. I agree that in some cases, prison may not be the best solution and community service would probably have more benefits.

One justification given for prisons is to keep society safe by removing criminals from the outside world. So the first thing to consider is if someone who has broken the law is a danger to other people. In the case of violent crime, there is an argument to keep the perpetrator away from society. However, burglary or possession of drugs, for example, does not involve violence against other people so the criminal does not present a direct danger to anyone in the community. Keeping these types of criminals in prison is expensive for the taxpayer and does not appear to be an effective punishment as they often commit the same crime again when they come out of prison.

Personally, I also believe punishments should reform people so they do not reoffend. A further reason not to put these people in prison is that they may mix with more dangerous and violent criminals, potentially committing a worse crime when they are released. By keeping them in the community, helping others, they not only learn new skills, but they could also develop more empathy and care towards others. If this occurs, society can only benefit.

Critics of this more rehabilitative approach to crime believe that justice should be harsh in order to deter people from committing similar crimes and that community service could be less likely to have that effect. However, there is very little evidence to suggest that long prison sentences deter criminals.

In conclusion, putting criminals who are not a danger to society in prison is expensive and, in my opinion, ineffective, both as a deterrent and as a form of rehabilitation. Community service for non-violent crimes benefits both society and the offender. That said, it would be useful to have more data to work out whether community service or prison is more likely to stop someone reoffending. I strongly believe that decisions on how best to deal with criminals should be based on evidence of what actually works.

• Introduce your essay by restating the question in your own words.
• If the essay asks you to what extent do you agree?,  make your opinion clear throughout. You can either agree, partially agree or disagree with the statement, explaining and justifying your opinion.
• Introduction
• The first reason why you agree/disagree
• The second reason why you agree/disagree
• The third reason why you agree/disagree (if you have one)
• Use phrases to organise and link your ideas, e.g. Owing to … , One justification for … , The first thing to consider is … , A further reason … , In conclusion ... .
• If you do not have solid evidence for your ideas, use modal verbs such as might , may or could  (e.g. they could  develop more empathy and care ) or other tentative phrases (e.g. it does not appear to be an effective punishment ).
• Conclude by restating your opinion and summarising your two or three main arguments.

Do you agree that community service is better than prison for some crimes?

Language level

Good day Sir/Madam,

I would like to ask about the expression ‘So the first thing is to…’. In academic and formal writing, should I avoid using ‘thing’ or ‘so’ or is it still fine? Thanks a lot for taking your time to read this. Hope to hear from you.

Your sincerely, Kimmie

• Log in or register to post comments

Hi kimmie,

Thanks for your question. In academic and formal writing, there is a general preference for precision over vagueness, so generally speaking it's better to avoid this usage of  so  and  thing  and use more precise and academic terms when they are available (e.g. Therefore, the first factor/issue to consider is ... ).

However, if you search academic writing, you will find writers do use  thing  sometimes, especially in fixed phrases (e.g.  the first thing /   the same thing ) or technical terms ( e.g. the Internet of Things ). Some writers might also use more general terms first before moving onto more precise terms.

(Note: The essay on the page above is in a somewhat formal style but not very formal.)

I hope that helps.

LearnEnglish team

Hi Jonathan

This is immensely valuable for me. Thank you so much for your swift response. Hope you have a nice day.

In my country it is often debated whether community services are better than prison for certain crimes. I think it's pretty obvious that it should be an option for less important faults. However, sometimes it happens that a judge decides to grant this benefit to some type of powerful criminals who cause more significant damage to society than others who do not have the same possibility, such as financial criminals or corrupt government agents. In my opinion, these types of sentences can have a bad impact on people, since they see that these behaviors are not severely punished and are somehow protected by the law. In conclusion, I agree that certain types of crimes should avoid prison, but I believe that before implementing it, the society must agree on which crimes will be able to enjoy this possibility to ensure that justice is fair for all.

please approve for testing

Hello aaron,

We check all comments before publishing them, which is why it's taken some time for your comment to be published.

Normally we delete a comment like this -- and we deleted the other one you made -- but have let this one through so you can see that it works. 

We are a small team, so it can sometimes be several hours before comments are published -- just wanted to tell you for the future.

We look forward to hearing more from you!

All the best, Kirk LearnEnglish team

The subject of how criminals should be punished is complicated, there are a lot of different opinions defending their points of view. There are two main ideas the first is arresting all the offenders, and the second idea is separating those not dangerous to society, and sending them to work in the community. In my opinion, I agree with the second idea, because there are many expenses with the prisons and the prisoners, so if lessen the population in this environment the conditions and the quality could be better than if there were overpopulation, avoiding justice being done right. Furthermore, these people aren't violent and dangerous to others, so with bad company in the prison, they might become bad people too. In this case, it's an awful idea to mix a different kind of person. Therefore, it's an excellent suggestion to oblige these people to do work in society, but with supervision in the right way and strictly.

On account of the differences between several types of crimes, not all criminals should be sent to prison. It is suggested that giving certain offenders community service would be more appropriate than just jailing them.

Honestly, I completely agree that the right way to protect people from harm is to imprison criminals who conduct violent crimes that endanger human physical health. Nevertheless, this penalty may be ineffective with offenders who have administrative guilts or non-violent offenses. Since they often commit the same crime after getting out of prison, this is just a temporary punishment to ensure the security of citizens for a certain period. The nature of the problem is these crimes originate from greed and bad habits which lead to their deviant behaviors but have not yet resulted in such severe consequences that affect human life.

From my perspective, the government would rather reform these types of offenders than deter them as a kind of punishment. It is better to have an alternative that perceptively impacts these people’s awareness which is to make them do community service. Jailing these criminals just increases their hatred and develops antisocial personality. By keeping and controlling them in a community, besides learning new skills, they amend their bad manner as well as develop more empathy and care towards others.

Given these points, the application of punishment should be based on the nature of each specific crime. Prisons should only be used for perpetrators committing directly dangerous crimes to people's lives. Making non-violent criminals do community service is more of a practical way to optimize tax wasted for prisons as well as give them a chance to fix their wrong behaviors.

There are several types of crimes and for each of them, a different sentence is dictated. A paramount question to be considered is whether community servers are more accurate than prisons for some crimes.

To begin with, community servers would help and support criminals through specialized psychologists. Not only would community servers help and support them, but also it would give them jobs to help them give the society back a contribution in return.

In addition, prisons only contribute to worsening the situation owing to the fact that criminals will commit crimes again. The key to excellent behavior is learning. If they learn suitable habits, they will adapt to society and help it.

Furthermore, it is necessary to have empathy with criminals and not judge them because their hate increases when they are condemned in prison. A further reason for this is that hate feeds hate. Nevertheless, some criminals must be in jail due to their danger on the streets. It is difficult to know that a person who kills someone else, is going to change even if he/she receives help from psychologists.

In contrast, most of society believes that all criminals should be in prison. However, prisons must be all comfortable like a hotel in order to bring for the prisoners a place to recover themselves. The reason why they must live in appropriate conditions is due to his mental health. For instance, in Norway, prisons are like hotels because the government considers that criminals need a second chance to live in a community

To conclude, it would be suitable for all criminals to live in accurate prisons in order to recover themselves. Despite the cost that kind of prisons are supposed to take, they are worth paying for them. In my opinion, safety is priceless and is more important than the cost.

Online courses

Group and one-to-one classes with expert teachers.

Learn English in your own time, at your own pace.

One-to-one sessions focused on a personal plan.

Get the score you need with private and group classes.  

English Practice Downloadable PDF Grammar and Vocabulary Worksheets

Writing worksheets (b1).

This sections provides you with downloadable PDF writing tasks.

New Writing Worksheets

• ESS012 - Essay : Social Networking Websites
• ESS011 - Essay: School and Part-Time Work
• ESS010 - Essay: Discrimination of Women
• ESS009 - Essay : Home By Ten ?
• ESS008 - Essay : Extreme Activities
• ESS007 - Essay: Becoming Happy By Helping Others
• ESS006 - Essay : Time Management
• ESS005 - Essay: Immigrants In A New Country
• ESS004 - Essay : Teenagers and Their Free Time
• BLC003 - Blog Comment : Are Facebook Friends Real Friends?
• ESS003 - Essay : The Importance of Learning Foreign Languages
• EML003 - Application Email: Summer Camp Volunteer
• EML002 - Email : Coping With Stress
• EML001 - Email to the Agony Aunt
• STO001 - Short Story - A Surprising Find
• BLC002 - Blog Comment : Reality Shows Are A Waste Of Time
• BLC001 - Blog Comment : Coping With Stress
• ESS002 - Essay : Daily Exercise in Schools
• ESS001 - Essay : Healthy Nutrition
• Adjective - Adverb
• Gerund and Infinitive
• Modal Verbs
• Reported Speech
• Passive Voice
• Definite and Indefinite Articles
• Quantifiers
• Relative Clauses
• Prepositions
• Questions and Negations
• Question Tags
• Language in Use
• Word Formation
• General Vocabulary
• Topical Vocabulary
• Key Word Transformation

News Articles

• Letters and Emails
• Blog Posts and Comments
• Connectives and Linking Phrases
• Phrasal Verbs
• Collocations and Phrases

Listening Comprehension

Privacy policy.

• Newsletters
• Account Activating this button will toggle the display of additional content Account Sign out

A Federal Judge Delivers Another Urgent, Scathing Warning About the Supreme Court

It takes a lot of courage for a lower court judge to criticize the Supreme Court, but Judge Carlton Reeves has long felt a responsibility to speak candidly to the public about threats to their civil rights. In an opinion on Monday, he calls for the abolition of qualified immunity—a noxious legal doctrine that insulates violent and corrupt government officials, especially law enforcement, from accountability. He embedded this call to action in a broader critique of the Supreme Court’s selective application of precedent—with a focus on the cavalier reversal of Roe v. Wade —as well as its pernicious distrust of democracy. Reeves’ opinion warns all who wish to listen that a broad array of our constitutional liberties are in serious and imminent jeopardy.

A Barack Obama appointee, Reeves sits on a U.S. District Court in Mississippi. His latest opinion was sparked by facts that he sees all too often and has written about before : the egregious violation of a criminal suspect’s constitutional rights as an innocent person wrongly charged with a crime. It began when detective Jacquelyn Thomas of Jackson, Mississippi, accused Desmond Green of murder. The detective’s only evidence was a statement made by Green’s acquaintance, Samuel Jennings—after Jennings was arrested for burglary and grand larceny, and while he was under the influence of meth. Thomas allegedly encouraged Jennings to select Green’s picture out of a photo lineup after he identified someone else as the killer. Allegedly, she also misled the grand jury to secure an indictment, concealing Jennings’ drug abuse as well as the many inconsistencies and inaccuracies in his statement.

Jennings later recanted, admitting that, in his meth-addled state, he’d provided a bogus tip. A judge finally dismissed the charges. By that point, Green had spent 22 months in jail, serving pretrial detention. The facility was violent. The food was moldy. He slept on the floor. His cell was infested with snakes and vermin.

Green then sued Thomas, accusing her of malicious prosecution in violation of the Constitution . Thomas promptly asserted qualified immunity to defeat the lawsuit. This doctrine protects government officials from liability unless they run afoul of “clearly established” law. In other words, there must be an earlier case on the books with similar, “particularized” facts that explicitly bars the official’s actions. If there is no near-identical precedent that unambiguously prohibits those acts, qualified immunity kicks in, the lawsuit is tossed out, and the case never even reaches a jury.

This shield has allowed a repulsive amount of wrongdoing by police and prosecutors to go totally unpunished. Cops are permitted to brutally beat, murder , steal from , and conspire against innocent people because the rights they violate are, ostensibly, not “clearly established.” Courts regularly apply the doctrine when there is a tiny discrepancy between a previous case and the facts at hand as an excuse to let the officer off scot-free. And over the past few decades, SCOTUS itself has expanded qualified immunity to new extremes . The result, as Reeves wrote, is “a perpetuation of racial inequality”: Black Americans experience more violations of their civil rights than any other class, yet qualified immunity denies them a remedy in even the most appalling circumstances.

Here, though, Reeves refused to let the doctrine devour the Constitution. He concluded that there is sufficient on-point precedent to show that Thomas’ malicious prosecution, if proved, violated Green’s “clearly established” rights. So the case may go to trial. That, however, was not the end of his analysis—because, as he pointed out, the concept of qualified immunity is unlawful, unworkable, and indefensible.

The first problem is that judges made up the doctrine as a special favor to other employees of the government. Congress, as Reeves explained, gave individuals the power to sue state officials in federal court through the Ku Klux Klan Act of 1871, enacted after the Civil War so newly freed Black Americans could sue racist and abusive local police. Congress did not establish anything like “qualified immunity” in the statute. Rather, the Supreme Court invented the doctrine in 1967 , purporting to protect cops who commit illegal arrests in “good faith,” and imposed it unilaterally on the nation. It then crept, kudzu-like , into other areas of law.

“The People never enshrined qualified immunity in the Constitution,” Reeves wrote. “Our representatives in Congress never put it into the statute or voted for it. No President signed it into law. If anything, it represents a kind of ‘trickle-down’ democratic legitimacy.” In recent years, the Supreme Court has not bothered to account for qualified immunity’s origins, but rather maintains it on the basis of respect for precedent: It exists already, so it might as well keep existing.

And here is where Reeves goes for the jugular: The Supreme Court has tossed out far more defensible and entrenched precedent on the basis of far feebler excuses. How can it justify keeping qualified immunity around while recklessly destabilizing vast areas of settled law it doesn’t like?

SCOTUS has suggested that law enforcement officers have come to rely on qualified immunity, creating a “reliance interest” that counsels keeping the doctrine. But when the court overruled Roe in 2022’s Dobbs decision, Reeves wrote, the majority rejected that “kind of vague, ‘generalized assertion about the national psyche.’ ” Instead, Reeves wrote, the justices “thought voters should resolve reliance interests, not judges.” He then repurposed Dobbs ’ most notorious lines : “After all, just like women, law enforcement officers and their unions ‘are not without electoral or political power.’ ” Law enforcement officers, like women, can “affect the legislative process by influencing public opinion, lobbying legislators, voting, and running for office.” If courts can’t protect women’s bodily autonomy, he asked, why should they do the bidding of police unions?

Dobbs , Reeves went on, “also reflects the Supreme Court’s desire to remove itself from the center of a hot-button issue and return it to the electoral process.” Police reform, like abortion, is undoubtedly a “controversy on issues of life and death, where passions run high.” Yet even after Dobbs , SCOTUS “has not yet seen fit to return this contested issue to the democratic process,” Reeves opined. “It is not clear why.” After all, “the current court is certainly not shy about overturning precedent.” And the list of cases on the chopping block “seems to grow every year.” Teachers’ unions and racial minorities have watched the court gut precedent that shielded them for decades. Why should cops get favored treatment? Merely because of SCOTUS’ “policy-based choice” to “privilege government officials over all others.”

Reeves has a complex history with reproductive rights. He was the district court judge who struck down the Mississippi law that the Supreme Court later upheld in Dobbs when overruling Roe . His emphatic opinion famously accused the Mississippi Legislature of misogynistic “gaslighting,” analogizing the state’s defiance of Roe to its earlier defiance of Brown v. Board of Education . It’s evident that, to Reeves, the Supreme Court’s embrace of democracy in Dobbs rings hollow alongside its rejection of democracy in so many other areas, including the Second Amendment. (In a pointed footnote, he called out the court for treating the right to bear arms as a uniquely absolute, unlimited freedom —while greenlighting the erosion of other liberties that it values less.)

The judge folds together these rather scathing observations by reminding us that the Supreme Court’s creation and expansion of qualified immunity is, itself, a rejection of democracy. The Framers, after all, envisioned jury trials as a bulwark of democratic power, a check by “We the People” on government abuse. It was, Reeves wrote, designed to be exercised “one dispute at a time, day after day, rather than on fixed election days.” Unfortunately, an arrogant “judicial supremacy has too-often deprived the people of their proper role” in deciding whether public officials should be liable for their unconstitutional acts. Qualified immunity “reflects a deep distrust of ordinary people” in direct conflict with the Constitution. “In the same way we trust the collective judgment of voters in elections, we must trust the judgment of jurors in deciding cases,” Reeves wrote. They can resolve “tensions and contradictions case by case, as the evidence dictates.” All judges must do “is tell jurors the truth.”

Will the Supreme Court listen? The conservative justices seem disinclined to reevaluate their cynical, selective concerns about precedent and democracy. But with this opinion, Reeves has given the public yet another reason to question these justices’ increasingly dubious wisdom and integrity. Just as importantly, other judges may take note of Monday’s critique and follow Reeves’ suggestion of narrowing qualified immunity wherever possible. They might even join him in calling for its eradication, forcing SCOTUS to either stand by its handiwork or reevaluate it. The judge’s simple suggestion boils down to this: If we’re going to do democracy, let’s actually do democracy—not whatever partisan, half-baked substitute this Supreme Court is trying to pass off to the people.