Honors World Cultures Editorial/Op-Eds
Objective: In order to prepare you for writing full argumentative essays in Honors World Cultures, we are going
to start with editorial/Op-Ed pieces that are similar to ones that can be found in a newspaper. These Op-Eds will
get you in the habit of forming concise and clear arguments based on facts. The New York Times’ Room for
Debate website will be used to model your editorials after. Once the skill of writing an Op-Ed is mastered we
will move on to longer length essays.
Elements of an editorial/Op-Ed: the following expectations need to be followed to master this skill and receive
full credit (adapted from David Jarmul, Duke University, 2013).
1. Op-Ed pieces will be short in length, with a maximum word count of 400. Newspapers have limited
space so editorials need to be clear and concise.
2. Make sure you are answering the prompt given. Don’t go off on a tangent.
3. Short introduction that gets directly to your thesis/argument. Make a single point and make it well.
Clear. Concise. Persuasive.
4. Convince the reader why the piece is important to them.
5. Facts, details and examples must be given to prove your thesis/argument and interest the reader. Proper
in-text citation must be given for the evidence that is summarized in the author’s words.
6. Short sentences and short paragraphs should be used. However, “simple language doesn’t mean simple
thinking” (Jarmul).
7. At times it could be beneficial to acknowledge the other side or opposite opinion.
8. A strong conclusion/ending needs to be given. Often time readers will skim an article and only read the
thesis and conclusion.
9. Don’t use pronouns such as “I, we, you, me, etc.”
Format of an editorial/Op-Ed: the following format needs to be followed. Do not go rogue! Writing in this
class will very rarely be creative free-writes. Eventually you can spice up your essays with descriptive language,
but first we need to master the skill of arguments based on facts.
1. Short introduction – a hook sentence to grip the reader and then a strong thesis.
2. Body paragraphs (the number will depend on your argument and word count) –
a. Topic sentence with a claim – what is your paragraph argument?
b. Evidence – facts, details, examples etc. summarized in your own words followed by an in-text
citation. IF you are using someone else’s work word for word then you need to put the
information in quotation marks. You can only have one direct quote per editorial/Op-Ed.
c. Analysis – this is your level 3/opinion of the evidence. How does this prove your topic sentence
claim and why should the reader care? What is the significance? So what?
3. Conclusion paragraph – short, sweet and to the point. 2-3 sentences with the last sentence being bold
and engaging for the reader.
4. Editorial/Op-Ed pieces must be submitted from your Office365 account.
5. Spelling and grammar count.
Final Suggestions:
 Close Read all sources for clarity and understanding
 Edit your editorial/Op-Ed pieces before turning them in
 Pay attention to my comments and suggestions after I’ve graded your piece to improve on the next one.
 Ask questions during class so everyone can improve. If you’re shy, come in and ask for help at lunch.
Orzechowski/ Honors World Cultures
Adapted from Ms. Barnes, World Cultures  Honors Writing
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Example of an Editorial/Op-Ed
Prompt  Should women serve in combat roles?
Make the Standards for Male and Female Marines Equal
Written by, Kate Germano who is a lieutenant colonel in the United States Marine Corps. She has served in a variety
of challenging billets, including deployment to Iraq with the 31st Marine Expeditionary Unit and two tours on
recruiting duty.
UPDATED AUGUST 20, 2015, 1:59 PM
The elephant in the room in this debate is not whether women should be allowed into direct combat
roles, it is the acknowledgment that for years and years, we have demanded less of women in the
military. We owe them — and the American public — better.
The Marine Corps mission is to make Marines, win battles and develop quality citizens. There is
nothing in this mission statement about making female Marines and male Marines, who have
separate tasks, responsibilities and are up to different standards. Yet we clearly do have different
expectations for the performance and conduct of men and women, starting from the day they are
screened to enlist. Right from the start, women are held to a lower standard for achievement,
whichexplains why their failure rate on the initial physical fitness test at boot camp is nine times
greater and their discharge rate is double that of men. It also explains why we have such a problem
with sexual assault in the Marine Corps. There is no level playing field established for men and women in
terms of respect, conduct, performance and expectations.
The majority of data being collected to support opening combat roles to women is based on
physiology, physical endurance and strength. However, over the the past five years or so, the women
being tested were recruited under different sets of expectations and performance standards from the
men. For instance, men perform pull-ups and women do the flexed arm hang. Those standards are
simply too different to measure strength and they set women up to fail in the combat integration tests,
which then allows the Marine Corps to say that women aren't up to the challenges of combat.
Until we acknowledge the elephant in the room and stop lowering expectations for female
performance and conduct, the data will continue to demonstrate why women should not be allowed in
these new combat roles. We simply can’t allow such an easy out for the military.
(Word count is 326)
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