OPINION/ ARGUMENT WRITING
“There’s more than one way home.”
Keb Mo
IS THERE LIFE ON ANOTHER PLANET?
WHAT SHOULD WE DO ABOUT WORLD
HUNGER?
WHAT IS YOUR FAVORITE BOOK?
THE IMPORTANCE OF OPINION AND
ARGUMENT
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In everyday life…
Appealing a grade, asking for a raise, applying for a
job, negotiating for a new car, arguing in traffic court
In academic life…
Defending your ideas, engaging intellectual debate
On the job…
Getting people to listen to your ideas, getting your
boss to notice, moving people to action
In writing…
Irrefutably making your point, writing to be read
In reading, listening and viewing…
Critically evaluating other’s arguments, recognizing
faulty reasoning, which was better the movie or book
THE COMMON CORE STATE
STANDARDS ARE ALL ABOUT:
RIGOR
RELEVANCE
COMPLEXITY
W.CCR.1
Write arguments to support
claims in an analysis of
substantive topics or texts,
using valid reasoning and
relevant and sufficient
evidence.
OPINION VS. ARGUMENT
OPINION

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A broad term which
includes many tactics to
move people to a
position, a belief, or a
course of action
supported by reasons
It is an idea that one
holds to be true and
may not be supportable
by anything other than
one’s personal feelings.
ARGUMENT



A specific kind of opinion
based on the principles of
logic and reasoning as
supported by evidence.
It is an assertion
supported by real-world
evidence – measurable,
objective truths or
realities.
The inability to distinguish
between subjective and
objective evidence -- BIAS
IF IT IS THE GOAL, WHAT THEN IS AN
ARGUMENT?
An issue open to debate
 Your position on the issue
 Your reasons for that position
 Evidence to support your reason

Experience
 Expert opinion
 Research and Statistics

THE ROLE OF THE AUDIENCE
Understanding your audience is the key to all
kinds of persuasive writing, including opinion
and argument.
 An argument is a dialogue with your audience, so
assume there is a reader that will not agree with
you.

THEREFORE,
Know your audience:
 What is their position on the issue?
 How strongly do they feel about it?
 Are they open-minded enough to consider other
views?
 What will their objections be to your argument?

THE “CLASSIC” OPINION:
Introduction
 Thesis Statement (“state an opinion”)
 Logically ordered reasons
 Supported by facts and details
 Opinions and reasons appropriately linked
 Conclusion related to opinion presented

THE CLASSIC ARGUMENT
Introduction
 Thesis Statement
 Background Information
 Reasons and Evidence (QSs introduced)
 The Opposing View and the Refutation
 Conclusion

ARISTOTLE AND THE RHETORICAL
APPEALS
Ethical Appeals (ethos)
 Logical Appeals (logos)
 Emotional Appeals (pathos)

www.americanrhetoric.com
THE GREAT DEBATERS
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1930s Jim Crow South
Wiley College (Black
liberal arts college in
Texas)
Melvin Tolson, debate
coach
James Farmer, Jr. 14
year old debater
Lincoln-Douglas Debate
True story concluding
with…
Wiley College
vs.
Harvard
Resolved:
Civil disobedience is
a moral weapon in
the fight for justice.
GROUP ACTIVITY: “THE GREAT
DEBATERS”
View this clip and think about the following:
 Is their position in the argument stated clearly?
 Do they support their position with
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Logically ordered reasons?
Supported by facts and details?
Evidence?
Do they acknowledge the other side’s position?
 Refute it?
 Do you see examples of ethos, logos, pathos?

COMPLETE THE WORKSHEET AT YOUR TABLE
OPINION ACTIVITIES
Family Letter Journals
 Persuasion is All Around You
 Favorite book or story

www.readwritethink.org
ARGUMENT ACTIVITIES
The Pledge Socratic Seminar
 Brutus vs. Antony
 Patrick Henry Speech
 Op-Ed Reading/ Writing
 The Book or the Movie
 The Quotation Sandwich*
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LEAVENWORTH HIGH SCHOOL
How do you feel about
Pete?
 Do you like it?
 Why or why not?
 How was it selected?
 If you were to select a
different mascot, what
would it be?
 Why?

What makes a good
mascot?
Are these good mascots?
 What makes a good mascot?
 Are there bad mascots?
 What makes a bad mascot?

AT YOUR TABLE, MAKE A LIST OF AT LEAST 5
RULES (WARRANTS) A SCHOOL COULD USE AS
CRITERIA TO SELECT A MASCOT:
1.
2.
3.
4.
5.
Select someone from your group to report.
THE 5 RULES FOR SELECTION OF A NEW
JUNIOR HIGH SCHOOL MASCOT:
1.
2.
3.
4.
5.
THE PROBLEM:
Immaculata High School and Pleasant Ridge High
School are closing, and students from those schools now
make it necessary for the Leavenworth School District to
build a new high school – Leavenworth North High
School. It will be situated in the northeast part of
Leavenworth County. Your job is to select the new
mascot using the rules (warrants) previously agreed
upon. At your table, select an appropriate mascot.
YOUR ASSIGNMENT:
Using the evaluation rules, explain in a thorough,
logical, paragraph why it would be a good mascot
for Leavenworth High School North. Be sure to
consider:
1.
The rules (warrants)
2.
Profile of the school and community area
3.
Details and attributes of the mascot
4.
Strong support for the decision you’ve made.
Jeff Baxter
Leavenworth High School
Language Arts Department Chair
Greater Kansas City Writing Project, Teaching Consultant
jeff.baxter@usd453.org