Opinion Essay
By:
Writing Scaffold Packet
Copyrighted for Lincoln Public Schools, 2010
Paragraph #1: INTRODUCTION
Attention Getter
Nutty Bars, Cosmic Brownies, Swiss Cake Rolls and Zebra Cakes.
Rows and rows of brightly packaged cookies, cakes, and crackers insure there
is a treat to tempt every taste.
Context or
Background info.
Unfortunately, this display is not located in the snack aisle of the grocery
store. It’s the snack line at your local school, and sad to say, the line for these
sugary delights surpasses the regular lunch line.
Thesis statement
and preview main
points/reasons
It’s clear that providing students access to unhealthy snacks
during lunchtime is a mistake because it sends the wrong
message, it has a harmful impact on student health, and it negatively affects
student concentration and learning.
NOTE: Peer/teacher reviews to be completed after student writes his/her Introduction.
Complete the following peer review.
Attention getter: Does it make you want to find out more about the topic?  Yes  No
Context/background information: Does it explain why the topic is important to the author?  Yes  No
Thesis statement: Does it clearly tell the writer’s opinion on this topic?  Yes  No
Does it preview the main points? Draw a squiggly line around each of the main points and number them 1, 2, 3
Comments from peer reviewer about essay’s introduction:
Formative Feedback from Teacher on Introduction:
Minimal Evidence
1
Introduction:
 Attention getter
 Context or
background info.
 Thesis Statement
--Writer’s opinion
on topic
--Previews three
main
points/reasons of
support
Creates incoherence by
not including an
attention getter and/or by
not including
background information
and/or stating
information which is
inaccurate.
The thesis statement
provides a topic and may
include the writer’s
opinion, but the preview
of points is incomplete,
irrelevant, or contains
inaccuracies.
Gaining Proficiency
2
Proficient
3
Exemplary
4
Uses a confusing or
ineffective attention
getter and background
information is minimal,
irrelevant, or confusing.
The thesis statement
provides the writer’s
opinion on a topic, but
points/reasons previewed
are mostly inadequate
(repetitive,
vague/unclear) or contain
limited reasoning.
Uses an appropriate
attention getter and
provides some
background
information which
connects to part of the
thesis.
The thesis statement
includes the topic and
the writer’s opinion on
the topic and previews
three plausible
points/reasons of
support.
Uses an effective
attention getter that
smoothly transitions
into relevant context or
background
information which sets
up the thesis and
engages the reader.
The thesis statement
clearly designates the
topic, states the writer’s
opinion on the topic,
and previews three
strong points/reasons of
support.
Teacher Descriptive Feedback on Introduction:
Name ________________________________________________________________ Period ____________ Date ________________
Opinion Essay Scaffold
PARAGRAPH #1: INTRODUCTION
1. Attention Getting Lead: _______________________________________________________________________________________
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2. Provide Context &/or Background Information (Why topic is important to the author / why readers
should care about this topic):
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3. Thesis Statement (establishes topic, states opinion about topic, previews 3 main points/reasons):
_____________________________________________________________________________________________________________________
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PARAGRAPH #2: BODY—FIRST MAJOR POINT/REASON
Topic Sentence
of first main point
First, having unhealthy snacks available at lunchtime sends
the wrong message.
Support =
evidence+explanation
Students learn about good nutrition in health class. They are
taught to check the labels for sugar, fat, and high calorie content so that they
don't make unwise snacking choices. Yet, treats that contain high quantities
of these substances are available every day during lunch in the school
cafeteria. Like me, many students have “sweet tooths” and love to eat
sugary snacks. Most people will eat unhealthy snacks if they are easily
available, and they are readily available in our lunchroom.
Therefore, the lunchroom should provide students with a strong model
of healthy, balanced meals to reinforce the healthy habits promoted in class.
This tells students that what they learn in health class is not only accurate, but
also important enough to be taken seriously. Instead, the availability of
unhealthy snacks gives students the mixed message of "Do as I say, not as I
do." This sends students the wrong message.
(e.g. details, facts,
personal experiences,
examples, or quotes
that make your point
clear and convincing)
NOTE: Peer/teacher reviews to be completed after student writes his/her first body paragraph.
Complete the following peer review.
Copy the topic sentence that introduces the first main idea (point) of the essay.
Evidence
explained?
List the evidence for this point/reason
1.
Yes / No
2.
Yes / No
3.
Yes / No
Formative Feedback from Teacher on First Body Paragraph:
Development of
Body
Support:
 Evidence
(Details, facts,
examples, personal
experiences,
quotes)
Support for opinion
is minimal.
 limited evidence
 explanation is
missing,
inaccurate, or a
digression
Support for opinion
is insufficient
and/or implausible.
 faulty logic
and/or evidence
is undeveloped
 limited
explanation
 Explanation
Teacher Descriptive Feedback on First Body Paragraph:
Support for opinion is
plausible and
adequate.
 sufficient
plausible evidence
 explanation to
expand some
support
Support for opinion is
compelling and clear.
 Convincingly
specific, relevant
evidence and
 explanation tells how
evidence supports the
writer’s position.
PARAGRAPH #2: FIRST MAJOR POINT/REASON
Transition & Topic Sentence for first main point/reason:
_______________________________________________________________________________________________________________
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Transition & 1st Piece of Evidence: Details, facts, personal experiences, examples, and/or quotes that support your 1st point
________________________________________________________________________________________________________________________
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________________________________________________________________________________________________________________________
Explanation of Evidence: How or why this supports your 1st point/reason _______________________________________________________
________________________________________________________________________________________________________________________
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Transition & 2nd Piece of Evidence: Details, facts, personal experiences, examples, and/or quotes that support your 1st point
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
Explanation of Evidence: How or why this supports your 1st point/reason ________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
Transition & 3rd Piece of Evidence: Details, facts, personal experiences, examples, and/or quotes that support your 1st point
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
Explanation of Evidence: How or why this supports your 1st point/reason ________________________________________________________
________________________________________________________________________________________________________________________
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PARAGRAPH #3: BODY—SECOND MAJOR POINT/REASON
Topic Sentence
of 2nd main point
Not only does having unhealthy snacks send the wrong message, it also
has a harmful impact on students’ health. Regularly eating snacks full of fat and sugar
can cause several health issues for students.
Support =
evidence+explanation
First of all, these snacks provide very little nutritional value. They contain few if
of the essential vitamins and minerals which the body needs to stay healthy. This
is particularly important as most adolescents are experiencing rapid periods of
growth during this time of their lives. Also, many students do not eat nutritious
meals outside of schools. Because many parents work outside of the home, most
students are unsupervised after school and they typically eat salty or sugary treats
as soon as they get home. Since many students are not eating healthy meals
outside of school, it is even more important that the food offered at school is wellbalanced and nutritious. Additionally, students who choose to eat high calorie snacks
along with regular meals will eventually gain weight. As a result, we see a larger
proportion of students who are overweight than has occurred in the past. This can
lead to several health problems including high cholesterol, high blood pressure, and
childhood diabetes.
(e.g. details, facts,
personal experiences
examples or quotes
that make your point
clear and convincing)
NOTE: Peer/teacher reviews to be completed after student writes his/her second body paragraph.
Complete the following peer review.
Copy the topic sentence that transitions to the second main idea (point) of the essay.
Evidence
explained?
List the evidence for this point/reason
1.
Yes / No
2.
Yes / No
3.
Yes / No
Formative Feedback from Teacher on Second Body Paragraph:
Development of
Body
Support:
 Evidence
(Details, facts,
examples, personal
experiences, quotes)
Support for opinion is
minimal.
 limited evidence
 explanation is
missing, inaccurate,
or a digression
Support for opinion is
insufficient and/or
implausible.
 faulty logic and/or
evidence is
undeveloped
 limited explanation
 Explanation
Teacher Descriptive Feedback on Second Body Paragraph:
Support for opinion is
plausible and adequate.
 sufficient plausible
evidence
 explanation to
expand some
support
Support for opinion is
compelling and clear.
 Convincingly
specific, relevant
evidence and
 explanation tells
how evidence
supports the
writer’s position.
PARAGRAPH #3: SECOND MAJOR POINT/REASON
Paragraph-Level Transition & Topic Sentence for second main point/reason:
________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
Transition & 1st Piece of Evidence: Details, facts, personal experiences, examples, and/or quotes that support your 2nd
point
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
Explanation of Evidence: How or why this supports your 2nd point/reason _______________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
Transition & 2nd Piece of Evidence: Details, facts, personal experiences, examples, and/or quotes that support your 2nd
point
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
Explanation of Evidence: How or why this supports your 2nd point/reason _______________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
Transition & 3rd Piece of Evidence: Details, facts, personal experiences, examples, and/or quotes that support your 2nd
point
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
Explanation of Evidence: How or why this supports your 2nd point/reason _______________________________________________________
________________________________________________________________________________________________________________________
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PARAGRAPH #4: BODY—THIRD MAJOR POINT/REASON
Topic Sentence
of 3rd main point
Besides numerous health problems, regular consumption of
unhealthy snacks can also affect students’ ability to pay attention and
learn.
Support =
evidence+explanation
The large amounts of sugar and caffeine in many unhealthy snacks give
students a sudden “rush” of energy, but within a short time the effects of these
substances wear off and the student is left feeling tired and
lethargic. Students cannot pay attention under these conditions. Therefore,
their learning and grades will suffer. The lack of nutrition in these snacks
also leaves students unsatisfied and they often get hungry again after only a
couple of hours. From my own experience, I cannot concentrate on my
studies when my stomach is growling. The empty calories of these poor
snacks really effects students’ learning and attention span.
(e.g. details, facts,
personal experiences
examples or quotes
that make your point
clear and convincing)
NOTE: Peer/teacher reviews to be completed after student writes his/her third body paragraph.
Complete the following peer review.
Copy the topic sentence that transitions to the third main idea (point) of the essay.
Evidence
explained?
List the evidence for this point/reason
1.
Yes / No
2.
Yes / No
3.
Yes / No
Formative Feedback from Teacher on Third Body Paragraph:
Development of
Body
Support:
 Evidence
(Details, facts,
examples, personal
experiences, quotes)
 Explanation
Support for opinion
is minimal.
 limited
evidence
 explanation is
missing,
inaccurate, or a
digression
Support for opinion
is insufficient and/or
implausible.
 faulty logic
and/or evidence
is undeveloped
 limited
explanation
Teacher Descriptive Feedback on Third Body Paragraph:
Support for opinion
is plausible and
adequate.
 sufficient
plausible
evidence
 explanation to
expand some
support
Support for opinion is
compelling and clear.
 Convincingly
specific, relevant
evidence and
 explanation tells
how evidence
supports the
writer’s position.
PARAGRAPH #4: THIRD MAJOR POINT/REASON
Paragraph-Level Transition and Topic Sentence for third main point/reason:
________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
Transition & 1st Piece of Evidence: Details, facts, personal experiences, examples, and/or quotes that support your 3rd point
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
Explanation of Evidence: How or why this supports your 3rd point/reason ________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
Transition & 2nd Piece of Evidence: Details, facts, personal experiences, examples, and/or quotes that support your 3rd
point
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
Explanation of Evidence: How or why this supports your 3rd point/reason ________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
Transition & 3rd Piece of Evidence: Details, facts, personal experiences, examples, and/or quotes that support your 3rd
point
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
Explanation of Evidence: How or why this supports your 3rd point/reason ________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
PARAGRAPH #5: CONCLUSION
Review of main
points (same ideas in
slightly different
words & 1 sentence
for each point)
It is obvious that offering unhealthy snacks in the school cafeteria has several
negative effects. First of all, it provides a poor message and model since students
are taught healthy eating habits in health class. Having unhealthy options also
harms students’ physical health. Finally, consuming even a small amount of
unhealthy foods decreases the students’ ability to pay attention and learn.
Restate your thesis
opinion
For these reasons, it is clear that unhealthy snack foods should be prohibited from
the school cafeteria.
Tie back to attention
getter and end with
clincher
There may be a sweet treat to tempt every teen’s sweet tooth, but the school should
not be the supplier. Schools are responsible for the students’ education and wellbeing throughout the school day, including time spent in the cafeteria at lunchtime.
Complete the following peer review.
Review the major points/reasons stated in the essay. List the 3 main points reviewed in the conclusion:
1.
2.
3.
The author’s opinion should be restated (not merely repeated word-for-word.) Does the concluding thesis
statement restate the author’s opinion?
 YES
 NO
Copy the attention getter that ties to the introduction or the clincher statement which provides a powerful final
thought/image.
Does the essay end and in a thoughtful, effective manner?
 YES
 NO
Formative Feedback from Teacher on Conclusion:
Conclusion
 Review main
points
 Restate author’s
opinion on topic
 Clincher
Omits a conclusion
or minimally
attempts to
summarize or repeat
the essay’s thesis or
points.
Provides an
inadequate
conclusion by merely
repeating the thesis
and main points from
the introduction and
providing a confusing
clincher.
Teacher Descriptive Feedback on Conclusion:
Provides an adequate
conclusion by
restating the essay’s
main points and thesis
in a simple way and
providing a basic
clincher or return to
attention getter.
Skillfully ties up the
essay by reviewing
the main points,
restating the thesis
and using an
effective clincher or
graceful return to the
attention getter.
PARAGRAPH #5: CONCLUSION
1. Briefly Review your 3 main Points/Reasons (3 separate sentences): ______________________________________
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2. Restate your Thesis Opinion on the Topic: _________________________________________________________________
___________________________________________________________________________________________________________________
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3. Finish with a Clincher Statement (powerful last thought/image) and/or a Final Statement that Ties
Back to the Attention Getter (in order to conclude essay in a memorable way):
___________________________________________________________________________________________________________________
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