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The Ultimate Guide to Opinion Writing for Students and Teachers

The Importance of Opinion Writing

Encouraging our students to express their personal opinions is an important part of the learning process; healthy even. To do this effectively, it is equally important that we help them acquire the necessary skills to express these opinions in a reasoned and coherent manner when teaching opinion writing.

Writing is one of the best possible vehicles for our students not only to express their opinions but to explore the strength and validity of those opinions.

CONSIDERATIONS BEFORE WRITING AN OPINION ESSAY

For our students to competently express their opinions in writing, they must first understand the specific requirements of the type of question they are answering. Of course, there are many types of questions and fun opinion writing prompts that are geared towards coaxing personal opinions from a student and each will require its own specific tailored response.

It’s clear that personal opinions permeate a wide range of genres and media. We find opinions everywhere from hotel reviews and infomercials to political commentary and newspaper editorials. But, despite the diversity of forms opinion writing can take, we can helpfully identify some general criteria that will assist our students in navigating the challenge of most opinion writing prompts and questions.

Let’s take a look at some of these criteria in more detail.

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OPINION WRITING CRITERIA TO ADDRESS

1. identify the audience: speak clearly.

Writing is about language and language is about communication; students should understand that we do not write in a vacuum. The purpose of an essay, letter, or any other form of writing we care to name, is ultimately to be read.

This means that it is essential that consideration be given to the character of the intended audience. Also, remind students that when they are writing, the reader is not privy to the inner workings of the writer’s mind. They must make their thoughts explicit in their writing and ensure that these thoughts are expressed in a coherent manner.

The student writer should always avoid making the assumption that the reader knows things that are not expressed explicitly in the writing.

2. Take a Stance: Stand Firm

From the very outset, the student should state their position boldly. More than that, they must stand firm in that opinion throughout the entirety of the piece.

Opinion writing is not about communicating a series of pros and cons or discussing at length the various related advantages and disadvantages, the place for that is not here. The opinion piece should open with a bold statement of opinion that is clearly expressed, and that opinion should be held unwaveringly and reinforced constantly throughout the text.

As with many other writing genres , employing a hook to grab the reader’s attention is good practice too. This hook can take the form of a quotation, an anecdote, a statistic, or even a joke. Whatever form the hook takes, it should reveal the writer’s take on things too.

To summarize, whatever the topic and however the student opens their opinion piece, they should ensure they express their opinion immediately and coherently. There should be no doubt in the reader’s mind as to where the student-writer stands on the issue.

3. Choose Appropriate Evidence: Back It Up

There is no doubt that subjectivity is an important aspect of opinion writing in general. That does not mean, however, that opinions do not need to be substantiated.

Your students will need to recognize that each and every statement of opinion will need to be supported by appropriate evidence. This will also help students to develop their critical reading skills as they will be able to better recognize when unsubstantiated claims are made by other writers. Opinions backed up with evidence help lead the reader along the writer’s pathways of thought; making the writing more convincing as a whole.

This evidence can take a wide variety of forms, ranging from personal anecdotes and quotations to statistics and references to scientific studies. Students should also always be encouraged to choose evidence that is broadly suited to the subject they are writing about.

4. Draw Conclusions: Wrap It Up

In the well-organized piece of opinion writing, as with many other types of extended writing, the writing should be structured in paragraphs. Paragraphs are essential elements of good writing organization.

Generally speaking, an opening paragraph gives way to body paragraphs. These body paragraphs, or development paragraphs, describe in more detail the ideas laid out in the initial opening paragraph by further exploring, explaining, and providing supporting evidence for each point.

The final concluding paragraph serves to close the circle by restating the central points in a closing endeavor to drive home the writer’s opinion.

5. A Word on Words

Writing is an art form. Attention to detail is important. But, it isn’t only important to look at the big picture things like structure, students should be encouraged to shift their focus from the text level down to the word and sentence levels too. In an opinion piece, strong, forceful verbs should be the order of the day. There is little space for passive forms when engaged in the construction of convincing arguments.

Things should be kept interesting too. Students should vary their sentence structures grammatically and in length. Variety is key.

 As always in writing, editing should be emphasized. The editing process polishes the well-wrought opinion piece by putting the final gloss on the student’s work.

The OREO Opinion Writing Process Explained

As with all genres, there’s a lot to remember here and acronyms are a helpful way to commit these important things to memory. Luckily, few things can be easier to commit to memory than the name of a delicious cookie:

O – Opinion

R – Reasons

E – Evidence or Examples

O – Opinion (restated)

This memorable acronym will help students remember some of the main elements of opinion writing as outlined above. But, sometimes the hardest thing for students to do is to get the writing ball rolling.

Opinionated Sentence Starters

Sentence starters provide students with great ways to kick-start their writing. Reminding students of simple ways of introducing opinion sentences can be helpful. Here are a few for ‘starters’ for starters:

●     In my opinion…

●     I think that…

●     It seems to me that…

●     It appears to me…

●     I feel that…

Once the student-writer has effectively expressed their opinion on a matter, they then will need to provide the reader with the reasons for why they think what they think. In an essay, these reasons will usually be found in the body paragraphs or development paragraphs. Normally, these paragraphs will explore a single reason each.

Some helpful sentence starters for introducing these reasons include:

●     One reason I feel this way is…

●     Evidence to support this can be found in…

●     I believe this to evident in…

Opinion Writing Activities for Students

Students will certainly need practice completing sustained pieces of opinion writing, but some of the most valuable activities to help students evolve their opinion writing abilities barely require a pen to be put to paper.

While the following two activities do not require students to engage in extended pieces of writing, the activities below will assist students in grasping some essential concepts. These activities demonstrate good practice through modelling and also encourage dialogue, discussion, and debate as a means to strengthen opinion writing.

Activity 1: Opinion Writing – What Is It?

This exercise is a good follow-up to introductory work outlining the criteria of opinion writing as described above.

●     Start by passing out copies of a piece of opinion writing you have selected to read with the class. Read the text aloud as the students follow along with their copy. The opinion text chosen can come from a wide range of genres, including advertisements, letters, editorials, essays, articles, or reviews.

●     Assign students a talking partner and instruct students to take five minutes to identify the various criteria employed in the text. Encourage students to mark and annotate their copies of the text accordingly. You may even wish to supply students with a checklist compiled from the criteria mentioned previously in this article.

●     As a whole class, discuss how successfully the text fulfills the criteria. What did the writer do well? What could they have done better? You can record their responses on the whiteboard.

The aim of this exercise is for students to hone their critical faculties while internalizing the criteria. This will reap rewards when the students later engage in their own extended opinion writing.

Activity 2: The Collaborative Case

This activity employs collaboration to help students build a stronger case for their opinion on a divisive issue.

●     First, define the parameters of the exercise by presenting an either/or conundrum to the class. This doesn’t have to be overly controversial in nature, just stated in such a way that it forces the students to take one side or another. This could be stated simply as a choice, e.g. Dogs or cats? City or countryside? Beach or Mountains? Sweet or savory?

●     Students then divide into two groups according to their stated preferences. In their groups, they then discuss and compile as many supporting reasons for their choice as they can come up with. As a group, they will discuss the relative merits of each reason, before agreeing on their top five.

●     The groups then share their reasons in a debate format, using arguments and counter-arguments, leading into an open, free-ranging discussion.

The value of this exercise lies in the collaborative and ‘combative’ natures of the exercises. Just as our physical muscles can grow through resistance, so too can the strength and resilience of our opinions and arguments.

This activity can also be used as a lead-in to opinion writing as it works well as a prewriting preparation exercise. The complexity of the issue to be discussed and debated can easily be modified to suit the abilities of the students too.

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OPINION WRITING VIDEO TUTORIALS

These videos from teaching without frills are an excellent starting point for opinion writing. You can view the entire collection here.

  The Wrap Up

Opinion writing is a higher-level skill that makes many demands on our students. It will challenge them to move beyond parroting the facts and figures they have acquired in their learning to formulate their own thoughts on topics they have learned about in class, or in the wider world beyond the school gates.

It will make demands on their skill as writers too. Our students must learn to mold and mechanically manipulate the language on the page to express their beliefs persuasively and effectively. To do this successfully, they will need ample opportunities to practice their writing craft. Once a firm understanding of the structures involved has been established, the student can become more fluid in their expression. They will add art and flair to their craft. But first, they must build on these firm foundations.

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49 Opinion Writing Prompts for Students

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One of the most common essay types is the opinion, or persuasive, essay. In an opinion essay , the writer states a point of view, then provides facts and reasoned arguments to support that viewpoint. The goal of the essay is to convince the reader to share the writer’s opinion.

Students aren't always aware of how many strong opinions they already hold. Use the following opinion writing prompts to inspire them to start thinking and writing persuasively.

Prompts About School and Sports

School- and sports-related topics often elicit strong opinions in students. Use these writing prompts to kick off the brainstorming process.

• Ch-ch-ch-changes . What is one thing about your school that needs to change? Is bullying an issue? Do students need longer breaks or a dress code? Choose one vital issue that needs to change and convince school leaders to make it happen.
• Special guest. Your school is trying to decide on a famous person to give a speech or presentation to students. Who do you think they should choose? Write an essay to convince your principal.
• Oxford or bust. Is the Oxford comma essential or obsolete?
• Scribble scrabble. Do students still need to learn cursive handwriting?
• Co-ed conflict. Would students perform better if more schools were single-gender rather than co-ed? Why or why not?
• Participation awards. Should there be winners and losers in sports, or is participation the ultimate goal?
• Homework overload. Write an essay to convince your teacher to assign less homework.
• Sports. Which sport (or team) is the best? What makes it better than the others?
• No slacking . Write an essay persuading a fellow student to do their homework.
• Class trip. This year, students get to vote on where to go for a class trip. Write an essay convincing your fellow students to vote for the place you’d like to go.
• Superlatives. Which would you rather be: a top student, a talented athlete, or an accomplished artist?
• Virtual athletes . Video games competitions are often aired on TV and treated like sports competitions. Should video games be considered sports?
• Class debate. Should classes that students may not use or that don’t interest them (such as physical education or foreign language) be required?

Prompts About Relationships

Friendships, dating, and other relationships can be both rewarding and exasperating. These writing prompts about relationships will help students explore their feelings about both the positive and the negative moments.

• Snitch. Your best friend tells you about his plan to cheat on a test. Should you tell an adult? Why or why not?
• Give it a chance. Your best friend is convinced that she would hate your favorite book, even though she's never read it. Convince her to read it.
• Friendships vs. relationships. Are friendships or romantic relationships more important in life? Why?
• Driving age. What age do kids start driving in your state? Is that age too old, too young, or just right? Why?
• Truth or consequences. Your best friend asks your opinion about something, but you know that a truthful answer will hurt her feelings. What do you do?
• Who chooses? Your best friend is visiting, and you want to watch TV together, but his favorite show is at the same time as your favorite show. Convince him that your show is a better choice.
• Fun times. What is the most fun thing you and your best friend have ever experienced together? Why does it deserve the top spot?
• Dating. Are long-term dating relationships good or bad for teens?
• New friends. You want to spend time with a new student at school, but your best friend is jealous. Convince your friend of the importance of including the newcomer.
• Be mine. Is Valentine’s Day worthwhile or just a scheme for the greeting card and chocolate industry to make more money?
• Debbie Downer. Should you cut ties with friends or relatives who are always negative?
• He loves me not. Is it really better to have loved and lost than never to have loved at all?
• Elders. Should you respect your elders merely because they are older, or is respect something that must be earned?

Prompts About Family, Pets, and Leisure Time

The following writing prompts related to family, furry friends, and free time will help students reflect on preferences, ethics, and integrity.

• Self-reflection. This time, you're the one who needs convincing! Write an essay to persuade yourself to start a healthy habit (or kick a bad habit).
• Paper wars. Should toilet paper hang with the loose end resting on the top of the roll or hanging from the bottom?
• Movie vs. book. Choose a book that has been made into a movie. Which version is better, and why?
• Weekend wanderings . Do you prefer to stay home on the weekends or get out and do things around town? Write an essay to convince your parents to let you do what you prefer this weekend.
• Sweepstakes. A travel agency is hosting an essay contest to give away an all-expenses-paid trip to the one place in the world you’d most love to visit. Craft a winning essay that convinces them they need to choose you.
• Zoo debate. Is it ethical to keep animals in zoos? Why or why not?
• Presence of pets. Should there be limits on the types of places pets can go (e.g. airplanes or restaurants)? Why or why not?
• Inspiring stories. What is the most inspiring book you’ve ever read? Why is it so inspiring?
• Dollar discovery. You find a $20 bill in the parking lot of a crowded store. Is it okay to keep it, or should you turn it in to customer service?
• Vacation day. What is the very best way to spend an unexpected day off from school and why is it the best?
• Digital or print? Is it better to read books in print or digitally? Why?

Prompts About Society and Technology

The people and technology around us have a significant impact on our lives. These writing prompts encourage students to consider the effect that society and technological advances have on our day-to-day lives.

• Reverse technology. Pick one technological advancement that you think the world would be better off without. Explain your reasoning and persuade the reader.
• Out of this world . Do aliens exist? Why or why not?
• Social media. Is social media good or bad for society? Why?
• Emoji. Has the use of emoji stunted our ability to express ourselves in writing, or does it help us identify our emotions more precisely?
• Auto safety. Have advancements like self-driving cars, blind spot indicators, and lane departure warning systems made driving safer, or have they just made drivers less attentive?
• Exploration Mars. Write a letter to Elon Musk convincing him that you should be part of a colony to Mars.
• Fundraisers. Is it okay for kids to stand outside stores and ask shoppers for money for their sports teams, clubs, or band? Why or why not?
• Inventions. What is the greatest invention ever made? Why is it the best?
• Important cause. In your opinion, what global problem or issue deserves more attention than it currently receives? Why should more time and money be invested in this cause?
• Minimalism. Does living a minimalist lifestyle make for a happier life? Why or why not?
• Gaming gains. Are video games generally a positive or a negative influence? Why?
• Rose-colored glasses. Is the current decade the best era in history? Why or why not?
• Paper or plastic. Should plastic bags be outlawed?
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33 Mentor Texts for Opinion Writing

Show kids how powerful sharing ideas in writing can be.

In today’s world, we want our teaching to inspire students to be forward thinkers and changemakers. Teaching them how to share their opinions in writing is a key ingredient. Let’s get kids making signs and writing letters, lists, reviews, essays, blog posts, and speeches! Check out some of our favorite opinion-writing mentor texts to bring this important genre to life for kids. We’ve got plenty of picture books for the younger set, and titles to help older kids make the leap to persuasive writing backed by researched facts.

(Just a heads up, WeAreTeachers may collect a share of sales from the links on this page. We only recommend items our team loves!)

1. We Disagree by Bethanie Deeney Murguia

A mouse and a squirrel think differently about, well, everything. Can they ever be friends? This is such a cute title for introducing kids to what it means to share an opinion, and it could lead to plenty of writing prompts to open an opinion-writing unit.

Buy it: We Disagree on Amazon

2. I Love Insects by Lizzy Rockwell

This early reader should definitely be in your primary classroom collection of opinion-writing mentor texts to help introduce the genre. Do you love insects? Two kids give competing reasons for why and why not. Read it aloud and head straight into shared writing of a list of pros and cons.

Buy it: I Love Insects on Amazon

3. Usha and the Big Digger by Amitha Jagannath Knight

To introduce kids to opinion writing, you need opinion-writing mentor texts to teach them what “opinions” are—and Usha, Aarti, and Gloria have them in this book! They each see something different when they look at the stars. This book could lead to a great introduction activity in which students try to convince each other that they see the Big Dipper, a “Big Digger,” a “Big Kite …” or something else. (Hint: It’s all in your perspective!)

Buy it: Usha and the Big Digger on Amazon

 4. Don’t Feed the Bear by Kathleen Doherty

When a park ranger puts up a “Don’t Feed the Bear” reminder, he has no idea about the persuasive sign-writing battle he’ll set in motion. (Strategic language includes “Please feed the ranger rotten eggs and slimy spinach.”) Share this hilarious title to introduce students to using signs to influence others’ thinking.

Buy it: Don’t Feed the Bear on Amazon

5. Don’t Let the Pigeon Drive the Bus! by Mo Willems

Let a favorite character guide young students in the art of persuasion. The bus driver does not want Pigeon in the driver’s seat, but the well-known bird builds an emotional and unrelenting case.

Buy it: Don’t Let the Pigeon Drive the Bus! on Amazon

6. Our Favorite Day of the Year by A.E. Ali

We adore sharing this book with young students to open inclusive conversations about favorite holidays and traditions. Each student in Musa’s class shares about their favorite day of the year, from Eid Al-Fitr to Pi Day. Use this book to prompt kids to write their own opinion pieces about their favorite days, and to model how reasoning, information, and anecdotes can support one’s opinion.

Buy it: Our Favorite Day of the Year on Amazon

7. Kamala and Maya’s Big Idea by Meena Harris

This true story from Kamala Harris’ childhood details how she and her sister wrote letters to their landlord until he agreed to let them build a playground in their apartment complex courtyard. Get kids excited about how their opinion writing could create real change!

Buy it: Kamala and Maya’s Big Idea on Amazon

8. If I Were President by Trygve Skaug

A young boy talks at length about what he’d do differently if he ran the country. Maybe cars could run on legs instead of gasoline, and “playing” should be a subject taught in school. Share this with kids who need more ideas for opinion-writing topics!

Buy it: If I Were President on Amazon

9. The Little Book of Little Activists by Penguin Young Readers

Introduce young students to the idea of activism and its connection to opinion writing. This inspiring photo essay includes examples of kids’ opinions about real-life causes and many written signs.

Buy it: The Little Book of Activists on Amazon

10. The Big Bed by Bunmi Laditan

This protagonist is a toddler on a mission—a mission to kick her dad out of her parents’ bed so she can sleep with her mom. Use this little girl’s precocious modeling to show students how to polish their own opinion writing by adding visual supports.

Buy it: The Big Bed on Amazon

11. The Perfect Pet by Margie Palatini

Elizabeth crafts a plan to convince her parents to let her have a pet, with unexpected—but pleasing—results. This is our favorite opinion-writing mentor text for introducing kids to win-win solutions and encouraging them to suggest them in their own opinion writing.

Buy it: The Perfect Pet on Amazon

12. & 13. Can I Be Your Dog? and I Found a Kitty! by Troy Cummings

First, read a collection of persuasive letters from a lonely dog seeking an owner that’s a twist on kids’ pet requests. Each letter is tailored to a specific audience, with Arfy promising to lick things clean, protect, and deliver endless affection.

In the sequel, Arfy uses his persuasive skills to help someone else, a lovable stray kitten. Notice with students how he once again shapes his reasoning for each recipient—and how he doesn’t give up until he’s successful!

Buy it: Can I Be Your Dog? on Amazon

Buy it: I Found a Kitty! on Amazon

14. True You: A Gender Journey by Gwen Agna and Shelley Rotner

This delightful and important title stars real kids with a full range of gender identities. Each child introduces themselves in a speech bubble that shares their opinion about gender identity. Use this title to model talking to the reader using strong, direct language.

Buy it: True You: A Gender Journey on Amazon

15. Stella Writes an Opinion by Janiel Wagstaff

Sometimes you want perfectly straightforward opinion-writing mentor texts that match right up with your teaching goals. Stella thinks second graders should be able to have a morning snack time. She sets out to write about her opinion, state her reasons, and ends with a compelling summation.

Buy it: Stella Writes an Opinion on Amazon

16. I Wanna New Room by Karen Kaufman Orloff

After his successful angling for a pet in I Wanna Iguana , Alex tries using note-writing to broach his next request: a room of his own, away from his pesky younger brother. The parent-child communication includes plenty of examples of making and responding to counterarguments.

Buy it: I Wanna New Room on Amazon

17. Be Glad Your Dad … Is Not an Octopus! by Matthew Logelin and Sara Jensen

This author’s opinion is that you should appreciate your dad for who he is. He makes his case with plenty of arguments grounded in facts—facts that show that if your dad were an animal, he could be even more gross, embarrassing, or annoying!

Buy it: Be Glad Your Dad … Is Not an Octopus! on Amazon

18. Earrings! by Judith Viorst

A young girl desperately wants her ears pierced, but her parents respond to her begging with a firm no. Ask students to evaluate the merits of her various arguments. Which are strong? Which are just whiny?

Buy it: Earrings! on Amazon

19. Pick a Picture, Write an Opinion! by Kristen McCurry

If you’re looking for opinion-writing mentor texts that lay it all out there explicitly, you’ll appreciate this resource. Engaging, diverse photos and topics, a kid-friendly tone, and explicit advice make this a helpful primer to accompany more conventional mentor texts.

Buy it: Pick a Picture, Write an Opinion! on Amazon

20. I Hate My Cats (A Love Story) by Davide Cali

This narrator has plenty of reasons to dislike his self-centered cats, which he outlines in specific detail. Use this title as an example of a multi-pronged argument. (Plus, show that sometimes, opinion writing actually leads us to change our own minds. By the end, the owner realizes he actually loves his pets, quirks and all.)

Buy it: I Hate My Cats (A Love Story) on Amazon

21. I Can Be Anything! Don’t Tell Me I Can’t by Diane Dillon

Zoe makes big plans for her future, from being an archaeologist to a veterinarian. She quiets self-doubt with confident arguments. Aside from sharing this title’s lovely, affirming message, use it to teach kids to anticipate tough questions and head them off convincingly in their opinion writing.

Buy it: I Can Be Anything! Don’t Tell Me I Can’t on Amazon

22. Rise Up and Write It by Nandini Ahuja

Farah Patel works to convince her local government to improve a vacant lot to benefit her community. Great realistic examples of using letters and signs to inspire change!

Buy it: Rise Up and Write It on Amazon

23. The Day the Crayons Quit by Drew Daywalt

These disgruntled but endearing crayons have opinions, and they aren’t shy about making them known in this read-aloud favorite. Check out this free downloadable educator guide from the publisher for persuasive letter-writing curriculum connections.

Buy it: The Day the Crayons Quit on Amazon

24. Shark Lady: The True Story of How Eugenie Clark Became the Ocean’s Most Fearless Scientist by Jess Keating

The best opinion writing springs from genuine conviction. Eugenie Clark believed sharks were fascinating and  that women could be accomplished scientists who study them. Use this title to help students generate their own passion-fueled topics about which to write.

Buy it: Shark Lady on Amazon

25. What Can a Citizen Do? by Dave Eggers

Share this title for its inspiring message about the power of one citizen to evoke positive change through spoken words, writing, and action. Also consider it as an example of how words and art interact in opinion writing; the illustrations and text work together here to advance the book’s message.

Buy it: What Can a Citizen Do? on Amazon?

26. Dr. Coo and the Pigeon Protest by Sarah Hampson

Dr. Archibald Coo believes that pigeons don’t deserve their reputation as avian pests. He outlines a plan to change the minds of his city neighbors. Part of his approach is to send a persuasive letter to the mayor, suggesting creative, mutually beneficial agreements—a great example for student writers aiming to change the minds of authority figures.

Buy it: Dr. Coo and the Pigeon Protest on Amazon

27. The Great Kapok Tree by Lynne Cherry

The animals in this classic read-aloud give a range of reasons their home shouldn’t be chopped down. Use them as examples of how to vary sentence structures and formats when listing arguments and how to use specific details to strengthen reasoning.

Buy it: The Great Kapok Tree on Amazon

28. Let the Children March by Monica Clark-Robinson

This fictional account of the Birmingham Children’s Crusade, told from the point of view of a young participant, is a classroom must-read. It exemplifies how children’s actions can make a difference in an adult world and how powerful language strengthens a written message.

Buy it: Let the Children March on Amazon

29. No Voice Too Small: Fourteen Young Americans Making History edited by Lindsay H. Metcalf, Keila V. Dawson, and Jeanette Bradley

This powerful title introduces inspiring and diverse young activists’ causes using original poems by notable authors. Show kids that impactful opinion writing can take many forms.

Buy it: No Voice Too Small on Amazon

30. The Week Junior magazine “Big Debate” feature

The Week Junior is one of our absolute favorite magazines for the classroom , and its “Big Debate” section is a main reason for that. Each issue examines both sides of an interesting topic, from whether we should eat Maine lobster, to if space exploration is worth the huge cost, to whether or not kids’ screen time should be restricted. Have kids study examples to get tips for their own opinion writing, and maybe even create their own “Big Debate.”

Buy it: The Week Junior

31. Planet Ocean: Why We All Need a Healthy Ocean by Patricia Newman

This is a fantastic resource for upper elementary and middle school classrooms moving from opinion writing to research-based persuasive writing. This mind-boggling look at the impact of trash on our oceans gives kids so many models for sharing one’s opinions, experiences, and knowledge to spark change. Embedded QR codes take readers straight to awesome examples of persuasive speeches and other cool resources that support the author’s message.

Buy it: Planet Ocean: Why We All Need a Healthy Ocean on Amazon

32. We Are Still Here! Native American Truths Everyone Should Know by Traci Sorell

A classroom prepares to celebrate Indigenous Peoples’ Day with research projects that convey a clear message: Native Nations are still here! Besides being critical content for kids, this is a great example of how to use researched facts to support one’s opinion.

Buy it: We Are Still Here! on Amazon

33. Marley Dias Gets It Done and So Can You! by Marley Dias

Every middle school student should meet Marley Dias through this powerful account of her #1000blackgirlbooks campaign. It boasts plenty of practical advice for young activists. Pull text excerpts for mini-lessons about tailoring opinion writing to your audience. Marley writes straight to her peers.

Buy it: Marley Dias Gets It Done and So Can You! on Amazon

Excited to share these opinion-writing mentor texts? Also check out our favorite mentor texts for procedural and narrative writing.

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Opinion Writing Prompts And Worksheets

Are you about to start your opinion writing unit? I bet you’re looking for opinion writing prompts and worksheets. Don’t worry, if you’re a kindergarten, first grade, second grade, third grade, or even fourth grade teacher, I’ve got you covered!

Kindergarten opinion writing prompts and worksheets

In kindergarten, we don’t expect the little ones to be writing essays! They are still learning their alphabet, sounds, and sight words at this point. But that doesn’t mean that as teachers, we can’t teach opinion writing.

Students can draw pictures to represent their opinions. They can also write one word answers to prompts (either on their own, with adult support, or copied from the teacher). Drawing illustrations is the first step that kinders need to take towards becoming great writers.

Next, they can begin to write a single sentence (perhaps with adult support or dictation). But either way, it’s important for kindergarten students to verbally share their opinions and represent their opinions in written or picture format.

When I created these opinion writing prompts and worksheets , I made sure that there are lots of options. Some prompts are easier and others are less scaffolded. The options are –

1.) Draw a picture and write one word

2.) Draw a picture and write two words

3.) Draw a picture and write one sentence

4.) Write a sentence (or two) on three dotted lines

5.) Write a sentence (or two) on four dotted lines

You can pick the format that suits your students. Meet them where they are at!

Here’s a look at the common core standard for kindergarten opinion writing:

Kindergarten

CCSS.ELA-LITERACY.W.K.1 Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g.,  My favorite book is… ).

“These opinion prompts are the best! I love how they have a place to write their own opinion down on the page. The students did such a good job of opinion writing, we were able to assess them using these prompts! Thanks for the awesome work!” – Cherre A.

Click here to check out my kindergarten opinion writing prompts and worksheets.

First grade opinion writing prompts and worksheets

Similar to kindergarten students, we don’t expect firsties to be writing lengthy opinion writing essays either! But in first grade, students are becoming more confident with their alphabet, sounds, and sight words. They are learning to write great sentences, so they can certainly share their opinions!

Students can share their opinions and provide a reason to support it. They can complete sentence frames like, ‘I prefer______because_____’.

When I created these opinion writing prompts and worksheets , I made sure that there is lots of variety in the prompts and sentence starters –

1.) The best…

2.) I prefer…

3.) Would you rather…

4.) My favorite…

5.) Which is better…

The prompts are still full of engaging clip art to color in and some of them have picture boxes too. This way, students get to color and draw so that the activity is fun (and accessible for emergent writers).

Here’s a look at the common core standard for first grade opinion writing:

First grade

CCSS.ELA-LITERACY.W.1.1 Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.

Click here to check out my first grade opinion writing prompts and worksheets.

“Stop reading this and just go buy it. It’s that good. Plus, you can use it many times during a school year. Definitely a must-use for me.” – Amber S.

Fun fact – If you sign up for my free resource library here , you’ll get access to two opinion writing prompts for first grade!

Second grade opinion writing prompts and worksheets

As students begin second grade, they are becoming more proficient writers. They can offer two reasons to support their opinions.

They can use linking words like ‘also’ as they move from one reason to the next. It is important for 2nd graders to understand that their opinion writing needs an introduction and a closing. They learn to re-state their opinion with phrases like ‘that is why…’

Psst! Guess what? You can try one of these prompts for free here .

When I created these opinion writing prompts and worksheets , I made sure that there were prompts with lots of scaffolding and others with just lines.

As you start your opinion writing unit (or the school year), you can offer prompts that are very structured and students just fill in the gaps. As your students become stronger at opinion writing (or writing in general), they can write completely on their own!

This is great for differentiation. Your advanced writers can write on the plain lines and work independently. Your emergent writers can have more support.

Here’s a look at the common core standard for second grade opinion writing:

Second grade

CCSS.ELA-LITERACY.W.2.1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g.,  because ,  and ,  also ) to connect opinion and reasons, and provide a concluding statement or section.

“I loved the progression of students filling in words to then writing sentences. Great practice!” – Nicole N.

Click here to check out my second grade opinion writing prompts and worksheets.

Third grade opinion writing prompts and worksheets

Third graders are usually able to write detailed opinion writing pieces. They can offer two to three strong reasons to support their opinions. By third grade, it’s also ideal if students are adding details and examples to support their reasoning.

Third graders definitely need to have an introduction and a closing.

Here’s a look at the common core standards for third grade opinion writing:

Third grade

CCSS.ELA-LITERACY.W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons.

CCSS.ELA-LITERACY.W.3.1.A Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.

CCSS.ELA-LITERACY.W.3.1.B Provide reasons that support the opinion.

CCSS.ELA-LITERACY.W.3.1.C Use linking words and phrases (e.g.,  because ,  therefore ,  since ,  forexample ) to connect opinion and reasons.

CCSS.ELA-LITERACY.W.3.1.D Provide a concluding statement or section.

It’s so important for students to be engaged during writing lessons. If students lose interest in the topic, they begin to resent writing and become reluctant writers. That’s why I created so many different prompts to choose from in these opinion writing prompts and worksheets . Students get to write about delicious food, cute animals, and activities that they love (just to name a few)!

“Writing can be overwhelming. This method allows the children to learn and practice in increments. It is exactly what they needed to understand the process and produce quality work.” – Sonya R.

Click here to check out my third grade opinion writing prompts and worksheets.

Fourth grade opinion writing prompts and worksheets

Unlike kindergarteners, fourth grade students are expected to write detailed opinion essays! They need to support their reasoning with facts and details. They are also expected to use more complex linking words such as, ‘for instance…’

Here’s a look at the common core standards for fourth grade opinion writing:

Fourth grade

CCSS.ELA-LITERACY.W.4.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

CCSS.ELA-LITERACY.W.4.1.A Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose.

CCSS.ELA-LITERACY.W.4.1.B Provide reasons that are supported by facts and details.

CCSS.ELA-LITERACY.W.4.1.C Link opinion and reasons using words and phrases (e.g.,  for instance ,  in order to ,  in addition ).

CCSS.ELA-LITERACY.W.4.1.D Provide a concluding statement or section related to the opinion presented.

Although fourth graders are often independent and proficient writers, it’s still important for opinion writing to be fun and accessible. That’s why I have included engaging topics, cute clip art, and scaffolding in these opinion writing prompts and worksheets . In short, a blank piece of paper can really make a writing lesson dull. These prompts are sure to make opinion writing more fun.

“Great activity for quick writing. I let my students choose between two of the papers and they enjoyed it a lot!” – Bonnie M.

Click here to check out my fourth grade opinion writing prompts and worksheets.

Free prompt

I hope you’ve enjoyed checking out my opinion writing prompts and worksheets for kindergarten, first grade, second grade, third grade, and fourth grade!

Guess what? You can try one of these prompts for free here . Sign up for lots of awesome freebies!

Have a terrific day,

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Teaching opinion writing tips and activities.

Today, you’re going to get a bunch of teaching opinion writing tips. I’m going to what best practices I think you can follow. I hope that you’re going to walk away with a clear understanding of what is expected when teaching this standard. I also hope you walk away with some fun ideas and activities to add to your lesson plans! All of the images you see below (except for the read-alouds) are part of my ELA writing units. The links to all grade levels are at the bottom!

Let’s dive into the opinion writing standards

Common Core writing domain focuses on three big types of writing:  informative, narrative, and today’s topic OPINION WRITING! It begins kindergarten and each year, gets progressively more in depth and detailed. Here is a look at K-5’s expectations for opinion writing, according to Common Core.

• Kinder: Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is.. .).
• 1st: Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion and provide some sense of closure.
• 2nd: Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because , and , also ) to connect opinion and reasons, and provide a concluding statement or section.
• 3rd: Write opinion pieces on topics or texts, supporting a point of view with reasons. (a- Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.) (b- Provide reasons that support the opinion.) (c- Use linking words and phrases (e.g., because , therefore , since , for example ) to connect opinion and reasons.) (d- Provide a concluding statement or section.)
• 4th: Write opinion pieces on topics or texts, supporting a point of view with reasons and information. (a- Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose.) (b- Provide reasons that are supported by facts and details.) (c- Link opinion and reasons using words and phrases (e.g., for instance , in order to , in addition ).) (d- Provide a concluding statement or section related to the opinion presented.)

Outline of how to teach opinion writing…

• What is opinion writing?
• How do I state an opinion?
• Supporting your opinion
• Introductions explicit teaching
• Conclusions explicit teaching
• Provide lots of practice

If you teach opinion writing broken up in parts like this, your students can focus on each part. That way, they can get a true grasp of what each piece requires and how to write it.

Load up on Mentor Texts

Every single part of this blog post will include mentor texts. Each time you teach your students about a component of opinion writing, use a strong example! Mentor texts are great because students can see what they’re learning in engaging or familiar books. Then, it can help them with their own practice. Each of the book links below are affiliate links to Amazon.

• Hey Little Ant by Phillip and Hannah Hoose
• I Don’t Want to Be a Frog by Dev Petty
• My Teacher for President by Kay Winters
• The Perfect Pet by Margie Palatini
• I Wanna New Room by Karen Kaufman Orloff
• I Wanna Iguana by Karen Kaufman Orloff
• The True Story of the Three Little Pigs by Jon Scieszka
• The Day the Crayons Quit by Drew Daywalt
• Red is Best by Kathy Stinson
• Earrings by Judith Viorst
• Don’t Let Pigeon Drive the Bus! by Mo Willems
• Click, Clack, Moo by Doreen Cronin

First, teach WHAT Opinion Writing is

When you begin your opinion writing unit, you of course need to start with teaching them what it is. You will be showing them the framework of an opinion writing piece. First, create an anchor chart (or use one provided to you in my ELA units). Then, as you explore texts, examples, and activities, you can refer back to this anchor chart to teach opinion writing framework.

Now, it’s time to get the students talking. Give them an engaging partner talk game, such as Stand Up, Hand Up, Pair Up or Mix-Pair-Share. When they’re with a partner, ask them questions about the actual framework. Ask them the purposes of each component. This will help strengthen their writing when it’s time to start writing independently.

After that, you can start showing them real-world examples. Start with read-alouds and mentor texts. See if students can identify the introduction, opinion sentence, support, and conclusion. Then, give them examples that aren’t tied to a picture book. Above, you see two different activities. One of them asks students to put a puzzle together of sample sentences for each component. The other is a cut-and-glue activity where they have to sort sample sentences. (Links to all resources are at the bottom of the blog post.)

Stating an Opinion

Next, it’s time to simply teach them how to state an opinion. If you’re in kinder or first grade, you may have to take a step back and teach what an opinion is and how it’s different from a fact. But… once that’s determined, you can start teaching opinion sentences.

Make a class anchor chart or display a stem poster in your classroom. This will help trigger their ability to form an opinion sentence. Then, give them a few engaging partner activities. For example, the image above shows a partner game where students are shown an Opinion Stem chart and one picture topic card at a time. They will form an opinion sentence about that topic using a different stem each time.

It’s also important to teach your writers the difference between strong and weak opinion sentences. There is a big difference between “I like pizza” and “Pizza is my favorite dinner”. One way to practice this is to have students sort different sample sentences into the strong and weak categories.

Then, it’s time to let them practice! Try using one of the templates in the ELA unit like the one shown above. It gives students a collection of sentence stems and a topic. They will have to form an opinion sentence using a mixture of all these options!

Dive deeper with reasons

Once you get into second, third, fourth grade (and above), you’re going to be required to teach students how to support their opinion. The big thing that can really help is just the word ‘why’. This helps trigger students to think of the reasons behind their opinion. Once they get to 2nd grade, they have to be able to give reasons why they like or dislike something. Try using an opinion writing anchor chart explaining support.

Now that you’ve taught your students HOW to support their reasons, it’s time to practice. Give them lots of opportunities to try supporting opinions with reasons. There are two activities shown in the image above. First, you have a picture card with an opinion sentence. Students will work with a partner to try to create a strong reason to support this opinion. Next, there is an opinion sentence strip that students will draw and try to create a strong support.

Move onto INTRODUCTIONS when teaching opinion writing

One of the biggest pieces to teaching opinion writing is the introduction. This is the hook. This is where your students are going to try to draw their audience in. First, teach introductions explicitly using an anchor chart or poster from my ELA units. Then, choose one or two mentor texts to show how they’ve used introductions to hook their readers.

It’s a great idea to show students what a strong introduction looks like with modeling. Another way is to give them a matching activity where they have to read introduction sentences and sort them.

Here is another game example for students to participate in. They will match three cards together. First, they will match the topic card and a sample introduction. Then, they will match a strong opinion sentence to follow up their introduction sentence. While playing this game, students can get a strong sense of what an introduction paragraph will look like in a multi-paragraph paper.

Finish up with CONCLUSIONS

Next, you’ll teach conclusions explicitly. Just like you did with introductions, conclusions need to start with an anchor chart or discussion of a poster. Students can learn conclusion stems, reasons for conclusions, and why they’re used. After teaching opinion writing conclusions explicitly, show students examples with mentor texts from the list above. Read one or two mentor texts and discuss what conclusions were used.

Give your students lots of practice with writing conclusions. Hands-on writing activities and matching games are two ways to give them practice singling out conclusions. Above, you see a flip book. They will fold and snip along the dotted edges. Under each flap, students will write an example of each type of conclusion (such as final facts, repeated opinions, personal experiences, and offering a suggestion.

Provide lots of opportunities to practice!

In my ELA units, I also offer 3-4 final writing pieces. They’re presented as lesson plans, so you can still walk students through these steps. First, they’ll be presented with their prompt. The prompt shown above asks which living condition would be worse: Arctic or desert. Then, the steps of the lesson plans walk students through brainstorming, pre-writing, and drafting their papers.

Finally, you’ve taught all the pieces of your opinion writing unit. Therefore, it’s time to practice, practice, practice. Once you teach students to write an opinion piece from start to finish, give them different prompts to write about in their journals. Or they could even write about these as a final opinion writing piece! Choose high-interest and engaging topics for students to write about.

Are you ready for your Opinion Writing resources?

Interested in Free Graphic Organizers for Your Writing Unit?

Want to read more writing blog posts?

• How to Make Your Writing Interactive
• Warm Up Your Kids with a Daily Writing Warm-up
• Read more about: Common Core Aligned , Writing Blog Posts

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Systematic Teaching for First and Second Grade

How to Teach Opinion Writing

January 10, 2023 | Leave a Comment

Wondering how to teach opinion writing? Let me show you what I do to teach my second graders. I like to plan out my lessons using a systematic approach. Keep reading to find out all about it.

Start With the End in Mind

Whenever I am planning out a unit, I like to start with my end goals in mind. First, I’ll look at the standards the unit covers. 

The Common Core Standards states, “write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because , and , also ) to connect opinion and reasons, and provide a concluding statement or section.”

This second grade standard tells me that the main components students must learn in opinion writing are:

• Introductions
• Stating an opinion
• Provide reasons to support their opinion
• Linking Words
• Conclusions

The way the standard reads I am getting that all five of these pieces can make up one paragraph. However, this is for second grade so I feel I can stretch my students to write at least 2 or 3 paragraphs. 

I know that in third grade for our SBAC (Smarter Balanced assessments) students are expected to write a 5 paragraph essay. If they can write 3 paragraphs in second grade, then 5 paragraphs won’t be a tough stretch next year.

From the standard I also see that I should cover at least two types of opinion writing - book reviews and an opinion piece. When I’m creating my plans I will want to make sure I have activities that cover both of these.

Figure Out the Building Blocks

The next thing I do when figuring out how to teach opinion writing is to think about the building blocks students need to be successful in learning the main components. 

What skills will they need to learn first? What should they have learned in the previous year?

Before you begin teaching opinion writing, I would recommend having students do a writing baseline assessment. The pre-assessment will give you great insight into answering these two questions. I talk more about baseline writing assessments in my post How to Improve Writing Skills in Your Students .

Now that you have figured out what skills to teach and where your students are at, it’s time to start introducing opinion writing.

Frontload Opinion Writing With Books

Although I use several opinion writing mentor texts, I like to add a few more read alouds to help get students excited about writing opinions. I usually read these texts before I start opinion writing so they can get used to this new style of writing. The mentor texts are saved for my actual opinion writing lessons.

Disclosure: I am an affiliate of Bookshop.org and I will earn a commission if you click through and make a purchase. Bookshop.org is an online bookstore that helps local, independent bookstores.

Some of my favorites are:

I Wanna Iguana by Karen Kaufman Orloff and David Catrow

A Bad Case of Stripes by David Shannon

The Most Magnificent Thing by Ashley Spires

In My Opinion by Deb Bird

Don’t Take Your Snake for a Stroll by Karin Ireland

Smelly Socks by Robert Munsch

Stand Tall, Molly Lou Melon by Patty Lovell

The Important Book by Margaret Wise Brown

Duck & Goose by Tad Hills

I use most of these books throughout my lessons but feel that reading them before I begin my opinion writing unit makes it easier to hold a focused discussion later. When the story is not new to students I feel student discussions are stronger.

Plan Out Smaller Lessons

Last but not least when figuring out how to teach opinion writing is to plan out the actual lessons . I love to have small, bite-size lessons when I teach. When my lesson only takes a maximum of 15 minutes (more if I read a longer story), it saves more time for students to spend writing. Short lessons also keep students focused and the objective super clear for students.

My second tip is to make sure each lesson builds on the last. I also like to start each lesson with a review. For example, today when I was teaching about how to state an opinion I started off the lesson by reminding students about the definition of an opinion. Anchor charts are also great to reference for this part of the lesson.

My writing block consists of the 10-15 minute lesson, 20-30 minutes of independent writing time, and 5 minutes of share time.  I usually only get 45 minutes to teach writing which gets even shorter with bus students dismissing earlier than the school dismissal. The shorter I can keep those mini-lessons the better!

How has this post helped you figure out how to teach opinion writing? Leave your comments below. I love hearing from my readers!

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• Resource Library
• Lesson Plan

Education Standards

Utah core english language arts (2011).

Learning Domain: Writing

Standard: Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

Standard: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)

Standard: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.(Editing for conventions should demonstrate command of Language standards 1-3up to and including grade 4 on page 29.)

Standard: With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.

Opinion Writing Prewriting

Opinion writing rubric, sample essay, opinion writing.

Lesson Description:  Students will learn about facts/opinions and claims/reasoning. Students will complete two nearpods and a prewriting assignment. Students will read a sample essay and will collaborate to think critically about facts and opinions. Students will also complete a 5-7 sentence opinion writing piece on a topic of their choice.

Thumbnail citation:  " A-kid-drawing-or-writing " by  dotmatchbox at flickr  is licensed under  CC BY-SA 2.0 .

In this lesson, students will learn about facts and opinions, claims with support, and audience and opinion. Using what they learn, students will write an opinion essay, including a prewriting assignment and Nearpod Lessons.

Time Frame: 3 blocks, 30-45 minutes each

Format: Face-to-face synchronous, 4 C's Lesson adaptation options

Background for Teachers

To teach this lesson, you will need an understanding of the basics of opinion essay writing. You will need to know the definitions of facts, opinions, claims, and audience.

Definitions:

Fact: a truth, a reality, or real or true thing or idea; provable

Opinion: A view, a belief, or judgement of something; not provable.

Claim: An opinion or position on an issue; uses logical reasoning and facts to support it to show that it is an opinion worth having.

Audience: The person or people who the opinion essay is directed towards.

Step 1 - Goals and Outcomes

Learning Intentions:

• Students will be able to write an opinion essay with claims based on logical reasoning.

Success Criteria:

• Students will take an opinion on topic of their choice and include 3-4 claims.
• Students' essays will be directed towards an appropriate audience.

Step 2 - Planning Instruction

Student Background Knowledge

• Prior to this lesson, students will need to have an understanding of the structure of an essay (5+ sentences, introduction, 3 reasons, conclusion)

Strategies for Diverse Learners

• Students may need sentence starters (My opinion is..... because...., etc.)
• What animal would judge us the most?
• Should books ever be banned?
• Should students be able to grade their teachers?
• Should video games be considered a sport?
• Can money buy you happiness?
• Should homework be required?
• Should cell phones be allowed in schools?
• If you could choose anywhere in the world to go on vacation, where would you choose and why?
• What is the nicest thing a friend could do for you?
• Do you think kids should be allowed more recess time?
• Students who have language needs can use speech-to-text features and a language translator.

Step 3 - Instruction

Make two statements, one an obvious fact and the other an opinion. “I made two statements. One is a fact and one is an opinion. Which is which? What is the difference between a fact and an opinion?” (A fact is a truth, a reality, a real or true thing or idea. An opinion is a view, a belief, or judgment of something. A fact is provable, an opinion is not.)

Have students complete the fact and opinion nearpod.  next, write an opinion on the board. for example, “broccoli is the best vegetable.” “is this statement a fact or an opinion” (an opinion) draw a t-chart labeled “agree” and “disagree.” have students write their names on sticky notes. taking turns, students place their sticky notes in the column indicating their position on the statement. once each student has had a turn, examine the results as a large group. ask students to volunteer their reasons for voting the way they did. introduce the concepts of claim and support . “your claim is your opinion or position on an issue, and you need to use logical reasoning and facts to support it, to show that it is an opinion worth having.”, finally, break students into small groups according to the position they chose, for or against broccoli. in these small groups, ask students to write a list of reasons to support their claim that broccoli is or is not the best vegetable. have them write their words or phrases in word cloud (using mentimeter). give them approximately 10 minutes to complete this activity. then ask each group to share its list. have students vote as a class on the top three reasons for and against broccoli being the best vegetable; write the reasons on the board and save them for future use., “who can tell about a time when you had a strong opinion about something” have students think and share with partners and share with the class. have students complete the facts and opinions flocabulary nearpod ., review the definitions of audience and opinion and build on students’ understanding of fact versus opinion. “writing that is meant to communicate the way the writer thinks is called ‘opinion writing.’ the audience is the person or people who might read this opinion. to make sure the audience understands, the writer must keep it in mind. for example, you would write using different word choices if you were writing to a friend versus a parent or teacher. you should make your writing address your audience appropriately. in opinion writing, you should give logical reasons and details to support your opinion, or use other people’s research to support the way you think. let’s look at an opinion essay written by a student.”, read the short sample essay  to the class. post the sample in google classroom. have students using kami to annotate the sample lesson and write notes. once the class has read and annotated the essay, take a few minutes to analyze it together. ask the following questions (all of which should be posted in the google classroom assignment):, “what is the author’s opinion, claim, or position statement”, “who is the author’s possible audience”, “what logical reasons and facts/research does the author give to support his/her opinion”, “what counterargument, opposing point, or opposite opinion does the author address”, when finished, begin to transition to independent writing by asking, “what are some things about which you have a strong opinion which sport is the best which subject in school is the best do you feel that bullies should face tougher consequences do you think that your family should donate to a certain charity” write down about five ideas. then have students independently write a list of things they have a strong opinion about (also known as their passions). provide time to share students’ lists. encourage students to use good communication to give constructuve criticism. these lists will be used in the next block., “today we’re going to review what we’ve learned so far about opinion writing. i am going to give you a sheet of paper to help you with prewriting your opinion paper.” hand out copies of the opinion writing—prewriting activity sheet . “using your list, decide which topic you’d like to write about. complete the prewriting paper using your idea.”, have students select one of the items from the list of things that they have a strong opinion about. have them write a paragraph about that idea. they should identify a possible audience and write five to seven sentences that use logical reasoning or facts that support their opinion. evaluate students’ prewriting organizer to check for understanding and provide feedback., assessments/exit ticket.

Students' essays will be grading using the attached rubric. Students' prewriting will also be considered, though it will not be included in the final grade. Students' participation in discussions and activities will also be graded.

Version History

What Is Opinion Writing? | Types, Examples & Resources

• February 13, 2024
• Freelancing Tips

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What is opinion writing, features of opinion writing, 1. editorials, opening statement, examples of opinion writing, faqs on opinion writing, we also recommend.

Do you ever feel like expressing your thoughts and viewpoints on various topics? Opinion writing is a powerful tool that allows individuals to do just that. Whether it’s a personal blog post or a persuasive essay, opinion writing has become increasingly popular in today’s digital age.

Opinion writing is a form of expression that allows individuals to share their thoughts, beliefs, and ideas on a particular subject. This type of writing can be found in a variety of formats, including newspaper articles, online blogs, and social media posts. It serves as a platform for people to shape public opinion and influence others through well-reasoned arguments and strong rhetorical devices.

In this article, we will explore the different types of opinion writing, from editorial pieces to reviews and op-eds. We will also provide examples and resources to help you improve your own opinion writing skills. Whether you’re a seasoned writer or new to the craft, understanding the nuances of opinion writing can help you effectively communicate your point of view and engage with others in meaningful discussions. So, let’s dive in and discover the art of opinion writing together.

Opinion writing is a form of writing where the author expresses their personal viewpoint or stance on a particular topic or issue. The goal of opinion writing is to persuade the audience to adopt or agree with the author’s perspective. It is a genre that allows individuals to articulate their thoughts, beliefs, and judgments on various subjects. Opinion writing is often found in newspaper editorials, essays, blog posts, reviews, and other forms of persuasive writing.

Opinion writing is where a writer shares a clearly formed opinion backed by research, logic, and anecdotal evidence. The purpose of an opinion essay is to clearly articulate a position, often in response to a question. It’s a writer’s way of demonstrating both  what  they think and  why  they think it.

Having the ability to effectively articulate one’s opinions is a valuable skill in today’s world. For instance, engaging in social media exposes individuals to a diverse range of perspectives. Therefore, it is essential to discern opinions supported by substantial evidence from those that lack such support.

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Opinion writing is often found in newspaper editorials, essays, blog posts, reviews, and other forms of persuasive writing.

Key features of opinion writing include:

• Clear Thesis Statement: Opinion writing typically begins with a clear and concise thesis statement that outlines the author’s main opinion on the topic. This statement serves as the central point around which the entire piece revolves.
• Supporting Evidence: To strengthen the argument, writers provide supporting evidence, examples, or reasons that justify their opinion. This evidence helps persuade the reader by providing logical and convincing support for the author’s viewpoint.
• Persuasive Language: Opinion writing often employs persuasive language and rhetorical devices to influence the reader’s emotions and opinions. This may include the use of strong adjectives, emotional appeals, and compelling language to make the argument more convincing.
• Acknowledgment of Counterarguments: A well-rounded opinion piece acknowledges and addresses counterarguments. By recognizing alternative viewpoints and refuting opposing ideas, the author demonstrates a thorough understanding of the topic and strengthens their own argument.
• Personal Voice: Opinion writing allows for the expression of a personal voice and style. Authors can inject their personalities and individual perspectives into the piece, making it more engaging for the reader.
• Conclusion: A strong conclusion summarizes the main points, restates the thesis, and leaves a lasting impression on the reader. It may also call for a specific action or suggest a course of thought for the audience to consider.

Opinion writing is commonly taught in schools as it helps students develop critical thinking skills, articulate their opinions, and engage in persuasive communication. It is an important skill for individuals in various professions and is frequently used in public discourse to express opinions on social, political, and cultural issues.

Read: How to Become a Business Writer in a Short Time

Types of Opinion Writing

Opinions are classified under the following types: editorials, letters to the editor, op-eds, columns, and cartoons. Opinion pieces often take the form of an editorial written by an editorial board member.

Editorials, commonly found in newspapers and magazines, are generally opinion articles that express a public stance on a societal topic. In contrast, letters to the editor, submitted by readers, resemble individual opinions written by one person, relying solely on their personal life experiences or perspectives. Cartoons, featuring playful illustrations, convey ideas about current events or issues without explicitly aligning with a particular viewpoint.

Columns represent a specific category of opinion pieces crafted by columnists, usually focusing on news or current events within a particular domain. These pieces are advised to concentrate on a single subject, incorporating expert opinions and potentially urging action or presenting recommendations to encourage audience involvement.

Frequently featured in newspapers, magazines, and online platforms, columns are characterized by the columnist’s demonstrated expertise in the chosen topic. Their significance lies in providing a unique perspective on a contemporary issue or trend, leveraging the columnist’s above-average knowledge.

When constructing columns, using the active voice is preferred over the passive voice as it enhances clarity for readers. For instance, phrases like “I believe…” are more direct and comprehensible than passive constructions like “It is believed….”

SEE ALSO: 7 Ways Hiring a Freelance Writer Can Save Your Business Money

Opinion-editorials (op-eds) in newspapers are pieces expressing viewpoints on specific issues. Unlike letters to the editor or editorials, op-eds are a common form of writing submitted by a guest author.

Op-eds are typically featured in print media, appearing opposite the editorial page. Authored by individuals not affiliated with the newspaper’s publisher, these articles serve as a platform to express opinions on various subjects.

According to the Oxford English Dictionary, an “op-ed” is defined as a newspaper or magazine article bearing the author’s byline. The term gained popularity in New York, where it referred to opinion pieces published under the category of “opinion.” These opinion articles are traditionally crafted for print publication and often incorporate data or statistics to bolster the presented points.

Opinion writing of this nature is frequently composed by public relations agencies to promote a specific agenda. Opinion pieces are pertinent write-ups that allow authors to express their viewpoints to readers and provide guidance on the given subject. Op-ed writing offers a glimpse into an individual’s perspective on a particular issue or topic. When submitting such articles, it is crucial to clearly convey your opinion and captivate the reader with factual information supporting your viewpoint, enabling them to comprehend the rationale behind your stance.

What Is The Structure Of An Opinion Writing?

The structure of opinion writing typically follows a well-defined format to effectively convey the author’s viewpoint and persuade the reader. Here is a common structure for opinion writing:

Opinion writing typically adheres to a specific structure designed to systematically bolster the presented viewpoint. The structure consistently commences with a title, and the title of an opinion piece serves the purpose of persuading readers to engage further with the essay or article.

An effective approach to achieving this is by posing a question. For example, “Is the Conservation of Pandas Warranted?” Such a question promptly categorizes the audience into those in favor and those against, motivating them to delve into the content for additional information.

Following the title, your introductory statement should be a concise summary of your opinion. Your audience, having formed their own viewpoint, such as advocating for the conservation of pandas, will look to your opening sentence to discern your stance in the argument. In this hypothetical instance, let’s assume the writer disagrees and holds the opinion that pandas should not be saved. Consequently, readers will anticipate a rationale for this standpoint. Subsequently, the initial paragraph serves as an expansion of the opening statement, articulating the finer details of your perspective and providing additional context to elucidate your motivation.

After the introduction, you build an argument. While having a passionate opinion is commendable, crafting an opinion-based piece requires a more extensive argument. What are the reasons behind the belief that pandas are not worth saving? Is it due to their dwindling population, challenges in captivity, or their unsuitable dietary habits? Or is it simply a personal dislike for pandas, with little concern about their extinction? It is crucial to present clear and sincere arguments supporting your stated opinion, seizing the opportunity to inform or potentially sway the reader.

This is an opportunity to introduce new perspectives or information that the reader may not have considered. It marks the initial step in substantiating why you believe your opinion holds merit.

The subsequent step involves presenting corroborating evidence, constituting the most extensive segment of the opinion writing structure due to its detailed nature. There are numerous methods to incorporate supporting evidence into your opinion writing.

Citing authorities in your field who align with your viewpoint can lend authority to your argument, showcasing that your opinion is well-informed. Visual aids, such as graphs and charts, serve as effective tools to convey information that bolsters your ideas. The advantage of evidence lies in its challenging nature to dispute, particularly when derived from reputable sources, thereby reducing the likelihood of reader disagreement.

SEE ALSO: 10 Best Paid Copywriting Internships In 2024

Always end your opinion writing with a strong closing statement that reinforces your opinion or suggests a call to action.

Conclusions are the final piece of the opinion writing structure, and they echo the opening. Your aim here isn’t to introduce people to your opinion, but instead to sum everything up and remind them of what they have read. “Pandas shouldn’t be saved, because they mate infrequently, they eat bamboo with little nutritional value, and they cost lots of money to keep.” It can be easy to provide a conclusion that simply states everything but the tricky part is making a powerful lasting sentiment on the reader. 

Example 1: Should School Uniforms Be Mandatory?

Title: The Case Against Mandatory School Uniforms

Introduction: School uniforms have long been a contentious issue in educational settings. While proponents argue that uniforms foster a sense of unity and equality among students, I firmly believe that mandatory school uniforms do more harm than good.

Body Paragraphs: In my opinion, forcing students to wear uniforms suppresses individuality and stifles self-expression. Adolescence is a crucial period for personal identity development, and enforcing a standardized dress code impedes this natural process. Furthermore, the financial burden on families cannot be ignored. Requiring specific uniforms often places an additional strain on already tight budgets.

Supporting Evidence: According to a study conducted by the National Center for Education Statistics, schools with mandatory uniform policies reported no significant improvement in student behavior or academic performance compared to those without such policies.

Conclusion: In conclusion, the imposition of mandatory school uniforms infringes upon students’ rights to express themselves and places an unnecessary economic burden on families. A more balanced approach would prioritize fostering a positive and inclusive school culture without sacrificing individuality.

Example 2: The Benefits of Sustainable Living

READ ALSO: How To Become An Education Writer In A Short Time

Title: Embracing Sustainable Practices for a Greener Future

Introduction: As our planet grapples with the detrimental effects of climate change, individuals and communities must adopt sustainable living practices. In my view, embracing sustainability not only mitigates environmental degradation but also yields numerous personal and societal benefits.

Body Paragraphs: Sustainable living involves making conscious choices that reduce our ecological footprint. From using renewable energy sources to practicing mindful consumption, these actions contribute to the preservation of our planet. Moreover, sustainable practices often lead to healthier lifestyles, emphasizing fresh, locally sourced foods and minimizing exposure to harmful chemicals.

Supporting Evidence: A report by the Intergovernmental Panel on Climate Change (IPCC) highlights that adopting sustainable practices, such as reducing carbon emissions and promoting renewable energy, is essential to combating climate change and preserving biodiversity.

Conclusion: In conclusion, the adoption of sustainable living practices not only benefits the environment but also enhances personal well-being and fosters a more resilient and interconnected society. It is high time we prioritize sustainable choices to secure a greener and healthier future for generations to come.

Opinion writing is a form of writing where the author expresses their personal viewpoint on a specific topic, issue, or subject. The goal is to persuade the reader to adopt or agree with the author’s opinion.

Opinion writing is distinct in that it focuses on the author’s perspective and aims to convince the reader of a particular viewpoint. Unlike informational or explanatory writing, which primarily conveys facts, opinion writing is subjective and often involves the author’s feelings, beliefs, and judgments.

Yes, incorporating personal experiences can strengthen your opinion writing by adding authenticity and emotional appeal. However, it’s essential to balance personal anecdotes with evidence and reasoning to create a well-supported argument.

Whether you’re a seasoned writer or new to the craft, understanding the nuances of opinion writing can help you effectively communicate your point of view and engage with others in meaningful discussions. I hope you find this helpful.

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Persuasive Writing Lesson Slides | Opinion Writing Unit Plan and PowerPoint

Subject: English

Age range: 7-11

Resource type: Lesson (complete)

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Are you looking for fresh opinion writing activities and lessons that are fun, engaging, and no-prep? This huge 200+ slide resource is packed full of sequenced persuasive writing activities covering persuasive structure, and the language features of persuasive texts.

You’ll also save time with our 25-lesson teaching sequence, hyperlinked menu, and guided writing slides to help students through every step of their persuasive writing.

Topics covered in persuasive writing (also known as opinion writing): forming opinions, supporting with evidence, counter-arguments, persuasive structure, language features of persuasive texts and more!

Your students will love the different opinion writing activities included. These slides even include learning intentions, success criteria checklists, and step-by-step guided writing slides to help students boost their opinion writing!

You will get:

• 205 colourful and engaging persuasive writing slides in PowerPoint and Google (PDF link included) - see the contents below!
• Hyperlinked menu so you can find concepts easily
• 25-lesson opinion writing teaching sequence with hyperlinks to suggested slides
• Student checklists at different levels
• Step-by-step writing slides - scaffold your students with these guided writing slides.
• Your students will love the simplicity of the structured persuasive writing lesson slides and see real improvement in their persuasive writing. You will love having everything in one place!

Opinion Writing Lesson slides contents include:

• Teaching Sequence
• Learning Intention and Success Criteria
• Student Checklists
• What is a Persuasive Text?
• Types of Persuasive Texts
• Why do we write Persuasive Texts?
• Examples of Persuasive Texts

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Why writing by hand beats typing for thinking and learning

Jonathan Lambert

If you're like many digitally savvy Americans, it has likely been a while since you've spent much time writing by hand.

The laborious process of tracing out our thoughts, letter by letter, on the page is becoming a relic of the past in our screen-dominated world, where text messages and thumb-typed grocery lists have replaced handwritten letters and sticky notes. Electronic keyboards offer obvious efficiency benefits that have undoubtedly boosted our productivity — imagine having to write all your emails longhand.

To keep up, many schools are introducing computers as early as preschool, meaning some kids may learn the basics of typing before writing by hand.

But giving up this slower, more tactile way of expressing ourselves may come at a significant cost, according to a growing body of research that's uncovering the surprising cognitive benefits of taking pen to paper, or even stylus to iPad — for both children and adults.

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In kids, studies show that tracing out ABCs, as opposed to typing them, leads to better and longer-lasting recognition and understanding of letters. Writing by hand also improves memory and recall of words, laying down the foundations of literacy and learning. In adults, taking notes by hand during a lecture, instead of typing, can lead to better conceptual understanding of material.

"There's actually some very important things going on during the embodied experience of writing by hand," says Ramesh Balasubramaniam , a neuroscientist at the University of California, Merced. "It has important cognitive benefits."

While those benefits have long been recognized by some (for instance, many authors, including Jennifer Egan and Neil Gaiman , draft their stories by hand to stoke creativity), scientists have only recently started investigating why writing by hand has these effects.

A slew of recent brain imaging research suggests handwriting's power stems from the relative complexity of the process and how it forces different brain systems to work together to reproduce the shapes of letters in our heads onto the page.

Your brain on handwriting

Both handwriting and typing involve moving our hands and fingers to create words on a page. But handwriting, it turns out, requires a lot more fine-tuned coordination between the motor and visual systems. This seems to more deeply engage the brain in ways that support learning.

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"Handwriting is probably among the most complex motor skills that the brain is capable of," says Marieke Longcamp , a cognitive neuroscientist at Aix-Marseille Université.

Gripping a pen nimbly enough to write is a complicated task, as it requires your brain to continuously monitor the pressure that each finger exerts on the pen. Then, your motor system has to delicately modify that pressure to re-create each letter of the words in your head on the page.

"Your fingers have to each do something different to produce a recognizable letter," says Sophia Vinci-Booher , an educational neuroscientist at Vanderbilt University. Adding to the complexity, your visual system must continuously process that letter as it's formed. With each stroke, your brain compares the unfolding script with mental models of the letters and words, making adjustments to fingers in real time to create the letters' shapes, says Vinci-Booher.

That's not true for typing.

To type "tap" your fingers don't have to trace out the form of the letters — they just make three relatively simple and uniform movements. In comparison, it takes a lot more brainpower, as well as cross-talk between brain areas, to write than type.

Recent brain imaging studies bolster this idea. A study published in January found that when students write by hand, brain areas involved in motor and visual information processing " sync up " with areas crucial to memory formation, firing at frequencies associated with learning.

"We don't see that [synchronized activity] in typewriting at all," says Audrey van der Meer , a psychologist and study co-author at the Norwegian University of Science and Technology. She suggests that writing by hand is a neurobiologically richer process and that this richness may confer some cognitive benefits.

Other experts agree. "There seems to be something fundamental about engaging your body to produce these shapes," says Robert Wiley , a cognitive psychologist at the University of North Carolina, Greensboro. "It lets you make associations between your body and what you're seeing and hearing," he says, which might give the mind more footholds for accessing a given concept or idea.

Those extra footholds are especially important for learning in kids, but they may give adults a leg up too. Wiley and others worry that ditching handwriting for typing could have serious consequences for how we all learn and think.

What might be lost as handwriting wanes

The clearest consequence of screens and keyboards replacing pen and paper might be on kids' ability to learn the building blocks of literacy — letters.

"Letter recognition in early childhood is actually one of the best predictors of later reading and math attainment," says Vinci-Booher. Her work suggests the process of learning to write letters by hand is crucial for learning to read them.

"When kids write letters, they're just messy," she says. As kids practice writing "A," each iteration is different, and that variability helps solidify their conceptual understanding of the letter.

Research suggests kids learn to recognize letters better when seeing variable handwritten examples, compared with uniform typed examples.

This helps develop areas of the brain used during reading in older children and adults, Vinci-Booher found.

"This could be one of the ways that early experiences actually translate to long-term life outcomes," she says. "These visually demanding, fine motor actions bake in neural communication patterns that are really important for learning later on."

Ditching handwriting instruction could mean that those skills don't get developed as well, which could impair kids' ability to learn down the road.

"If young children are not receiving any handwriting training, which is very good brain stimulation, then their brains simply won't reach their full potential," says van der Meer. "It's scary to think of the potential consequences."

Many states are trying to avoid these risks by mandating cursive instruction. This year, California started requiring elementary school students to learn cursive , and similar bills are moving through state legislatures in several states, including Indiana, Kentucky, South Carolina and Wisconsin. (So far, evidence suggests that it's the writing by hand that matters, not whether it's print or cursive.)

Slowing down and processing information

For adults, one of the main benefits of writing by hand is that it simply forces us to slow down.

During a meeting or lecture, it's possible to type what you're hearing verbatim. But often, "you're not actually processing that information — you're just typing in the blind," says van der Meer. "If you take notes by hand, you can't write everything down," she says.

The relative slowness of the medium forces you to process the information, writing key words or phrases and using drawing or arrows to work through ideas, she says. "You make the information your own," she says, which helps it stick in the brain.

Such connections and integration are still possible when typing, but they need to be made more intentionally. And sometimes, efficiency wins out. "When you're writing a long essay, it's obviously much more practical to use a keyboard," says van der Meer.

Still, given our long history of using our hands to mark meaning in the world, some scientists worry about the more diffuse consequences of offloading our thinking to computers.

"We're foisting a lot of our knowledge, extending our cognition, to other devices, so it's only natural that we've started using these other agents to do our writing for us," says Balasubramaniam.

It's possible that this might free up our minds to do other kinds of hard thinking, he says. Or we might be sacrificing a fundamental process that's crucial for the kinds of immersive cognitive experiences that enable us to learn and think at our full potential.

Balasubramaniam stresses, however, that we don't have to ditch digital tools to harness the power of handwriting. So far, research suggests that scribbling with a stylus on a screen activates the same brain pathways as etching ink on paper. It's the movement that counts, he says, not its final form.

Jonathan Lambert is a Washington, D.C.-based freelance journalist who covers science, health and policy.

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I’m an educator and grandson of Holocaust survivors, and I see public schools failing to give students the historical knowledge they need to keep our democracy strong

Assistant Professor of Journalism, Penn State

Disclosure statement

Boaz Dvir does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.

Penn State provides funding as a founding partner of The Conversation US.

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The Florida Department of Education announced on April 10, 2023, that it had rejected 35% of the social studies books publishers submitted for approval and use in the state’s public schools. The move was based on a determination the books contain references to social justice issues “and other information” not aligned with Florida Law .

The decision garnered a great deal of media attention. But it was just the latest in a series of efforts around the country to limit students’ access to books, lessons and courses about certain historical and societal topics, often dealing with race.

At least 36 states have halted or are seeking the legal means to stop teachers from examining racism in their classrooms.

School districts around the country have banned books about issues ranging from racism to the Holocaust to the LGBTQ community . Parent groups have campaigned to restrict the instruction of such difficult topics as slavery.

Moms for Liberty , and other groups and individuals opposing the instruction of some of these topics, say they’re protecting children from divisive, identity-shaming, indoctrinating and pornographic material.

In my view, some segments of American society are turning their backs on history.

That comes at a cost. I’ve seen it firsthand. I direct Penn State programs – the Holocaust, Genocide and Human Rights Education Initiative and the Hammel Family Human Rights Initiative – that give my colleagues and me a real-time glimpse into the vulnerable state of K-12 instruction about difficult topics.

Many educators have been shying away from sensitive issues . The 2022 American Instructional Resources Survey , a survey about teachers’ views on what they can teach, by Rand Education and Labor , which focuses on school and education issues, shows the new and proposed state laws restricting the instruction of difficult topics made a quarter of the country’s 4 million teachers hesitant or downright scared to teach those subjects. This was true even when the educators taught in a state that had not at the time proposed or enacted such a law.

As a result, research shows, students may be deprived of vital lessons such as the global persistence of crimes against humanity and the factors that give rise to genocides .

As a documentary filmmaker and assistant professor of journalism, I often discuss difficult topics with students. After a rough-cut university screening of my forthcoming documentary “ Cojot ,” which tells the story of Holocaust survivor Michel Cojot’s 1970s quest to kill his father’s Nazi executioner, two college students approached me apologetically, saying, “We’ve never heard of this.”

To spare them embarrassment, I noted the protagonist’s obscurity. That’s why I’ve made this film , I said.

Shaking their heads, the students stressed they’d “never heard about any of this.”

They were talking about the Holocaust.

As the grandchild of Holocaust survivors , I felt disturbed. As an educator, I wondered if we’re failing to give students the knowledge and insight they need to sustain and thrive in a 21st-century democracy.

Costly ignorance

Many Americans born between between 1981 and 2012, according to a 2020 Schoen Consulting national poll , lack “basic knowledge” of the Nazis’ murder of 6 million Jews and millions of people with disabilities, homosexuals, Romani and members of other oppressed groups. About two-thirds of respondents grossly underestimated the number of Hitler’s Jewish victims and knew little to nothing about the world’s largest-ever death camp, Auschwitz .

Ignorance plagues other difficult topics, as well.

In May 2023 , the National Center for Education Statistics released a report showing eighth graders’ grasp of U.S. history and civics has reached a historic low.

The report revealed that in 2022, only 13% of eighth graders understood historic U.S. events such as the Civil War, a 5 percentage point drop from 2018.

Few children and adults realize Europeans enslaved millions of Indigenous people throughout the Americas. Comprehension of African enslavement runs nearly as shallow. Nine out of 10 high schoolers who filled out a 2018 Southern Poverty Law Center survey failed to recognize slavery as the Civil War’s central cause.

Most of the survey’s adult respondents urged better preparation for those who teach students about slavery.

K-12 educators agree. They recurrently told my colleagues and me they need intensive training and strong support to teach sensitive subjects effectively.

Book bans right and left

Since it began keeping tally in 2021, PEN America, which focuses on free speech in literature, has counted more than 4,000 instances of book banning in the U.S.

Its March 2023 report showed a year-over-year jump of 28.5% in the number of books banned across the country.

Banned books range from Toni Morrison’s “ Beloved ,” a fictional tale of freed enslaved people, to Anne Frank’s “Diary of a Young Girl ,” a nonfiction account of a Jewish girl’s life under Nazi occupation.

Although book banning may seem like a product of our polarized period, it dates back to Colonial days . These bans were last popular in the early 1980s, when Ronald Reagan was president.

Classroom constraints

Efforts to restrict what’s taught in the classroom also include bills blocking or restricting the instruction of certain sensitive issues .

Most of the bills enacted by or making their way through 36 state legislatures vow to punish educators and districts that teach prohibited topics through disciplinary actions, funding cuts and criminal charges. Florida’s 2022 Parental Rights in Education law , for example, cautions educators to avoid teaching K-3 students about racism and sexual orientation or risk imprisonment.

Some of the new efforts are unlikely to have a practical effect on K-12 schooling. Although 49 state legislatures aim to prohibit the teaching of critical race theory , school districts have rarely incorporated the graduate-level academic concept into their curricula.

However, some such legislative prohibitions may widen the gap between what democratic citizens need to know and what they learn in school. For decades, many experts on democracy have argued democracy suffers when officials impede the instruction of difficult topics and profits when they back it:

• Studies published by The Social Studies , a peer-reviewed journal, and the United Nations Educational, Scientific and Cultural Organization demonstrate the price of schools failing to teach the Holocaust. That failure may rob students of such imperative lessons as how propaganda can mislead, grow and wreak havoc on democracy, as well as how societies and institutions can fall apart.
• An American Civil Liberties Union report indicates putting a lid on the exchange of information about difficult topics diminishes free speech – democracy’s lifeline – and boosts discrimination – which is hazardous for a healthy society.
• UCLA’s Public History Initiative maintains the future of democracy demands a citizenship fully informed about its past .

History has demonstrated – and, in recent years, so have citizens themselves – that democracy suffers when they are uninformed. We need look no further than the Jan. 6, 2021, attack on the U.S. Capitol. People who lacked an understanding of the American electoral process participated in such acts as riots, seditious conspiracy and more while attempting to overturn the 2020 presidential election.

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I Was an Attorney at the D.A.’s Office. This Is What the Trump Case Is Really About.

By Rebecca Roiphe

Ms. Roiphe is a former assistant district attorney in the Manhattan District Attorney’s Office.

Now that the lawyers are laying out their respective theories of the case in the criminal prosecution of Donald Trump in New York, it would be understandable if people’s heads are spinning. The defense lawyers claimed this is a case about hush money as a legitimate tool in democratic elections, while the prosecutors insisted it is about “a criminal scheme to corrupt the 2016 presidential election.”

Yet this case is not really about election interference, nor is it a politically motivated attempt to criminalize a benign personal deal. Boring as it may sound, it is a case about business integrity.

It’s not surprising that the lawyers on both sides are trying to make this about something sexier. This is a narrative device used to make the jurors and the public side with them, but it has also created confusion. On the one hand, some legal experts claim that the conduct charged in New York was the original election interference. On the other hand, some critics think the criminal case is a witch hunt, and others claim it is trivial at best and at worst the product of selective prosecution.

As someone who worked in the Manhattan district attorney’s office and enforced the laws that Mr. Trump is accused of violating, I stand firmly in neither camp. It is an important and straightforward case, albeit workmanlike and unglamorous. In time, after the smoke created by lawyers has cleared, it will be easy to see why the prosecution is both solid and legitimate.

It would hardly make for a dramatic opening statement or cable news sound bite, but the case is about preventing wealthy people from using their businesses to commit crimes and hide from accountability. Manhattan prosecutors have long considered it their province to ensure the integrity of the financial markets. As Robert Morgenthau, a former Manhattan district attorney, liked to say , “You cannot prosecute crime in the streets without prosecuting crime in the suites.”

Lawmakers in New York, the financial capital of the world, consider access to markets and industry in New York a privilege for businesspeople. It is a felony to abuse that privilege by doctoring records to commit or conceal crimes, even if the businessman never accomplishes the goal and even if the false records never see the light of day. The idea is that an organization’s records should reflect an honest accounting. It is not a crime to make a mistake, but lying is a different story. It is easy to evade accountability by turning a business into a cover, providing a false trail for whichever regulator might care to look. The law ( falsification of business records ) deprives wealthy, powerful businessmen of the ability to do so with impunity, at least when they’re conducting business in the city.

Prosecutors and New York courts have interpreted this law generously, with its general purpose in mind. The element of intent to defraud carries a broad meaning, which is not limited to the intent of cheating someone out of money or property. Further, intent is often proved with circumstantial evidence, as is common in white-collar cases. After presenting evidence, prosecutors ask jurors to use their common sense to infer what the possible intent may be, and New York jurors frequently conclude that a defendant must have gone to the trouble of creating this false paper trail for a reason.

Mr. Trump is accused of creating 11 false invoices, 12 false ledger entries and 11 false checks and check stubs, with the intent to violate federal election laws, state election laws or state tax laws. The number of lies it took to create this false record itself helps prove intent. His defense attorneys will claim that he was merely trying to bury a false story to protect his family from embarrassment. The timing of the payments — immediately after the potentially damaging “Access Hollywood” tape was released and right before the election — makes that claim implausible.

As many have pointed out, Michael Cohen, Mr. Trump’s former lawyer and fixer, is a witness with a remarkable amount of baggage. But as with most business records cases, his testimony will largely add color to the tweets, handwritten notes, bank documents and shell corporations. Documents don’t lie.

More important, jurors are particularly good at applying common sense. Mr. Trump didn’t go to all this trouble just to protect his family members, who might have known about accusations of his involvement with the porn star Stormy Daniels or similar ones. We may never learn which crime the jurors believe Trump was seeking to commit or cover up, but they can still conclude beyond a reasonable doubt that this was his intent.

It is not unusual for lawyers to give narrative arcs to their legal theories, reasons to care about the evidence and animating thoughts that may make jurors more inclined to convict or acquit.

When the jurors deliberate, they will weigh the warring narratives in light of the evidence, and the judge will instruct them in the law. Then the narrative frames should recede into the background. The key is to offer one that is both captivating and closely tied to the facts so that when the jurors put the pieces of evidence together, it is the story they believe.

If one side promises too much, it risks losing the jurors. In their opening remarks, Mr. Trump’s lawyers insisted that he was innocent, that all the witnesses were liars. Such a sweeping theory is a dangerous strategy because if the jurors believe part of the prosecution’s case, just one or two of the witnesses, then the jurors may lose faith in the defense altogether.

For the prosecution, the elements of the crime in this case do not require a finding that Mr. Trump interfered with the 2016 election. Nor does it matter whether he had sex with Ms. Daniels. Instead, the real elements concern the way Mr. Trump used his business for a cover-up. By emphasizing the crime he was intending to conceal rather than the false business records, the prosecution also risks confusing the jury into thinking about whether the lies affected the election. It might lead them to wonder why Mr. Trump wasn’t charged with this alleged election crime by the federal government — a talking point that he has promoted publicly.

Even if the case seems simpler in this light, we are still left with the question: Is it really worth charging a former president for this? While the New York business records law is important, it is no doubt true that the conduct pales in comparison with the effort to overthrow the 2020 election, at issue in the special counsel Jack Smith’s Jan. 6 prosecution of Mr. Trump.

Taking this case on its own terms as a business records case offers a different and arguably more convincing way to defend its legitimacy. It is a simple case that is similar to hundreds of other cases brought in New York. The simplicity and run-of-the-mill nature of the prosecution make it easier to defend against claims of politicization in the following sense: Mr. Trump was a businessman for many years in New York long before he was president. If others would be prosecuted for this conduct and no man is above the law, then he should be, too.

So by all means, listen to the stories that the lawyers tell, soak up the drama of hush-money payments and the alternate universe in which Hillary Clinton won the election. But just as the jurors should ultimately consider the facts and the law, it would be wise for everyone else to focus on what the case is really about.

Rebecca Roiphe, a former assistant district attorney in the Manhattan District Attorney’s Office, is a law professor at New York Law School.

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‘Brown v. Board of Education’ at 70: A Dream Dissolved

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Editor’s note: For additional perspectives on the 70th anniversary of Brown v. Board of Education , Education Week Opinion Contributor Bettina L. Love invited R. L’Heureux Lewis-McCoy to contribute an opinion essay for a brief series on the U.S. Supreme Court decision.

As we arrive at the 70 th anniversary of the Brown v. Board of Education of Topeka, Kansas decision on May 17, undoubtedly, new estimates of the segregation within our schools will be released, and commentaries on the significance of the lawsuit in sparking the modern Civil Rights Movement will proliferate. But behind this fanfare and reflection, a stark truth remains ignored.

The segregation that was meant to be uprooted with the Brown decision not only persisted, but it has grown, and today, we stand at a critical juncture—the promise of education as opportunity that has existed for more than 100 years is on the verge of being no more.

In recent decades, we have continued to whittle away at confidence in public schools, silenced the voices of Black students and families, and allowed opportunity hoarding to govern how we orient ourselves toward school and each other.

The landmark victory in 1954 was meant to actualize the ability of all students, particularly Black students, to have access to high-quality schooling and shatter the grip of segregation in our schools and public institutions. Like in the Reconstruction era, Black families after Brown ran at the chance to better themselves with education and saw it as one of the engines of mobility, if not the primary one.

As my grandfather who was raised in Selma, Ala., under Jim Crow would tell me, “Get you a good education, they can never take that away from you.” My family, like many, knew that accessing quality schooling was no easy task, and as resistance to desegregation proved to be an evergreen reality, we took matters into our own hands.

To gain access to good schools, families like mine ran to magnet schools, to the suburbs, to Roman Catholic schools, to charter schools in pursuit of “good schools,” but as we chased opportunities, actual opportunity was moving further away from us. The expansion of segregated suburbs, the crippling of affirmative action, the failed experiments of education reform, the gentrification of urban neighborhoods and their schools, all made it hard for Black children to find possibility.

A few years ago, I met a very talented Black teenager named Sasha at an open mic night outside of Detroit. Sasha performed a show-stopping poem that enraptured the room. As I talked to her about her future, I asked, “Where are you looking at for college?”

She replied matter-of-factly, “I’m not.”

I laughed and asked her to tell me where she was really thinking about. She was already on the Advanced Placement track at her high school and was flourishing in spoken word. Sasha, raised in the shadows of the collapse of the big three automakers, outlined how she’d seen a number of members of her family make the leap to college but struggle to pay bills, and those who went to schools with big names, quietly professed to her that they’d be paying back their debts “for the rest of their lives.”

Sasha was making a calculated decision to forgo college because it wasn’t a place of future possibility, instead it was a place that confined her options in the future.

There are many Sashas among us, talented, astute observers of the social world, who wonder if the world in front of them is opening wider or is it rapidly closing. I must admit, when I first spoke with Sasha, I thought her pessimism was grossly misplaced.

I’d read reams of studies that showed the return to investment on education was high for Black students. But at that time, I didn’t realize that Black borrowers carried debt longer than their white counterparts and that American student debt would grow to more than $1.7 trillion, equivalent to Australia’s GDP.

I told her about the access provided by affirmative action but didn’t predict that the twilight of affirmative action would come at the hands of the U.S. Supreme Court. I told her about the scholarships that were surely available for a student with her talents, not knowing that DEI programs would be targeted state by state and, then, nationally.

For every study that demonstrates the power of education, there are emerging counterstories that remind us things are not promised.

Seventy years after Brown , we would all do well to learn, as I have, from the Sashas of this world. Talented, hardworking Black students have not only been segregated but know the opportunities that were possible when I was young adult are not nearly the same today. Many reflections on Brown assume that we have made progress and will continue to, but we also must soberly consider that tomorrow may be bleaker than yesterday and prepare accordingly.

Three years before the Brown decision, Langston Hughes asked, “What happens to a dream deferred?” Today, we must ask ourselves not what happens to dreams deferred but what happens to a dream dissolved?

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