OPINION/ARGUMENT
WRITING
Reading Resource Specialists’ Meeting
March 21, 2012
SHIFT IN WRITING INSTRUCTION
Common Core State Standards call for a
new focus on writing opinions and
arguments
Instruction should be a balance
Informational, Narrative, and Opinion
Writing
STANDARD ONE
PROGRESSION OF SKILLS
State an
opinion
State an opinion,
supply a reason
State an opinion,
supply reasons
STANDARD ONE
PROGRESSION OF SKILLS
Provide reasons
that support the
opinion
Provide reasons
supported by facts
and details
Provide logically
ordered reasons
supported by facts and
details
STANDARD ONE
PROGRESSION OF SKILLS
-Write arguments to support claims with clear
reasons and relevant evidence (credible sources)
-Acknowledge opposing claims
WHAT’S YOUR OPINION?



Children have opinions or certain beliefs.
They must have an understanding that their
words/ideas matter and have power.
Teach them that they can support their beliefs or
opinions with facts or evidence.
WRITING AN OPINION



An opinion is an idea that a person or group
holds to be true.
Can be based on someone’s feelings, what they’ve
heard, or what they have been told (REASONS)
Does not necessarily have to be supported by
facts or evidence
WRITING AN ARGUMENT



An argument is a claim that is supported with
concrete, real-world EVIDENCE (articles, books,
reports, statistics etc) related to topic.
Research is required- implies author is
knowledgeable of the topic
Writer explains and defends their position or
opinion

Writer refutes the opposing position

Reader can agree or disagree

Formal in tone
EXPRESSING AN OPINION
Letters (Persuasive)
 Book Reviews, Movie Reviews, Restaurant
Reviews
I like this
My favorite
 Speeches, and more!!!!
book!
part is…

PERSUASIVE LETTERS
First, expose students to many examples of this
form of writing.
Mentor Text
Modeled Writing
Shared Writing
MENTOR TEXT
Click Clack Moo by Doreen Cronin
MENTOR TEXT
Dear Mrs. LaRue: Letters from Obedience School by
Mark Teague
MENTOR TEXT
I Wanna Iguana by Karen
Orloff
WHAT’S MY PURPOSE?
Create a real purpose for writing
 Capture causes they can address
 Eventually move from personal wants/needs to
writing to participate in helping make the world
a better place
 Have students notice their environment and jot
down ideas (view environment as a writer)

GENERATING IDEAS
What I Notice
What I Think
MAKE IT POWERFUL

Best way to get what you are asking for or get
your point across is by providing well thought out
reasons

Reasons improve the quality of the writing

Guarantee that people will listen
Please, please, please! (Not Enough)
Dear Portsmouth Neighborhood Association,
I am a third grader at Clarendon Elementary school and I live in the
Portsmouth neighborhood. I am writing to you to tell you about a problem I
think our neighborhood should work on together. Every day I walk to school
like most of the kids at my school and there are scary dogs that make me
worried. Sometimes one of the dogs gets out of the yard and chases some
kids. I want people to know that it is not okay for their dogs to get loose. I
think the neighborhood association should help this problem by letting
people know that they have to keep their dogs in their property.
There are a lot of good reasons to keep dogs in their yards. First, a dog that
escapes might run away and then the owner will be sad. Also, a dog that is
loose could get hit by a car and get hurt some other way. If the dog is mean
then it could attack a kid or someone else’s pet, like a smaller dog or cat.
The law says that if your dog attacks somebody then you can get in trouble
or have to pay them money. Last, if there are mean dogs running around
everywhere then people might think our neighborhood is a vicious wild
animal park!
I think you will agree with me about these reasons. If you would like to
contact me you can write back at the address on the envelope or you can
call my teacher at the school. You can also use this letter in your newsletter
so people will see what I’m saying.
ORGANIZATION


First state what you are asking for ( the what)
Second, state the reason or reasons that this is
important (the why)

Add details to the reasons

Don’t forget appropriate transitional phrases

Sum it up! Maybe a possible solution
MINI STORIES




Children should have experiences with writing
small moments
Listing may be a start, eventually move into a
story of one particular incident
Create short anecdotes that may touch people
(can be embedded into the argument to pack
more punch)
Make sure it supports the claim or position
REVISING

Shift from being a writer to a reader

Picture your audience

Do I start off warm and personal?

What do I want my reader to feel?
AIM FOR HONESTY!!!!
BOOK REVIEWS
A book review is a description and an
evaluation of a book that you have read.
 Book reviews inform future readers about
books they may be interested in reading.
 A book review can influence other readers
by telling them a little bit about what the
story is about, as well as if is is worth
reading or not!
 Book reviews DO NOT give away the ending
or anything else that may spoil the book for
someone else!

BEFORE THE BOOK REVIEW


Read deeply
Read a tiny bit, pause to get a picture in your
mind

What do you notice in the text?

Say or write what you notice
WRITING A BOOK REVIEW



Give your book review a catchy title ( may
describe your feelings about the book)
Tell the title and author of the book
Write an interesting introduction that will hook
the reader
WRITING A BOOK REVIEW

Give a brief summary about what happens in the
story (plot)
What was the story about?
 Who were the main characters?
 Did you have a favorite character? Why?


Tell about your favorite part and why (Opinion)
Did you like the book?
 What was your favorite part of the book?
 Do you have a least favorite part of the book?
 If you could change something, what would it be?


Write an exciting ending/Any recommendations
Nothing Compares to a True Friend
Do you want to read an amazing story about friendship? Once you start
reading, Amber Brown is Not a Crayon by Paula Danziger, you will not be
able to put the book down. This story is packed with adventure and
guaranteed to be enjoyed by readers of all ages.
This story begins when Amber Brown's best friend, Justin Daniels, tells
her he is moving away. Amber starts to imagine third grade without him
and decides she is not going to let him leave. The two friends work
together to come up with ways to make Justin stay. They are both
determined to stay together.
My favorite part is when Justin and Amber team together and try to
discourage a family from buying Justin's house. They tell all kinds of lies
about the house so that the family will not want to live there. This is my
favorite part because I liked how Justin and Amber worked together to try
to keep each other close by.
If this book doesn't make you laugh, nothing will! It was fun to read about
Justin and Amber. You will be hooked and want to read more books in this
series after reading this story.
TRANSITIONING FROM OPINION TO
ARGUMENT
You can turn your opinions into arguments by
researching the subject in question.
 Look for evidence to support a particular point of
view - but also look at any evidence that may
contradict your own opinions.
 Be aware of the counter-arguments and be
willing to keep an open mind about them.
 You may also decide to change your opinions in
the light of any new evidence.
