Writing an opinion piece
State an opinion, back it with reasons and evidence, join your ideas with linking words, and finish with a strong conclusion
About four lessons of 40 to 50 minutes
You are the lawyer
Picture a lawyer standing up in court. They do not just say 'my client is innocent' and sit back down. They state their case clearly, then give the jury reason after reason, each one backed by evidence, until the jury is convinced. When you write an opinion piece, you are that lawyer, and your reader is the jury.
Saying what you think is easy. Convincing someone is the real skill. Today you will learn to state an opinion clearly, back it with reasons and evidence, link your ideas so they flow, and finish with a conclusion that leaves the reader nodding along. State it, prove it, close it.
- State your opinionone clear sentence that says exactly what you think
- Give reasons with evidenceeach reason backed by a fact or an example, not just 'because it is good'
- Link your ideasjoining words like for instance and in addition connect the opinion to its reasons
- Close the casea conclusion that restates your opinion in a fresh way and leaves it ringing
What students will be able to do
Students will understand that an opinion piece takes a clear position and defends it, will state an opinion in a clear opening, will supply reasons each backed by a fact or example, will link the opinion and reasons with joining words, will finish with a conclusion that restates the opinion without simply repeating it, and will edit the piece so every reason supports the position.
- I can tell an opinion apart from a fact and take a clear position on a topic.
- I can state my opinion in one clear opening sentence.
- I can give reasons and back each one with a fact or an example.
- I can link my opinion and reasons with joining words so my writing flows.
- I can finish with a conclusion that restates my opinion in a fresh way.
Standards this unit teaches
- W.4.1Common Core (US)Write opinion pieces supported by reasons and information
Write opinion pieces on topics or texts, supporting a point of view with reasons and information: introduce a topic clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer's purpose.
- W.4.1.bCommon Core (US)Provide reasons supported by facts and details
Provide reasons that are supported by facts and details.
- W.4.1.cCommon Core (US)Link opinion and reasons with words and phrases
Link opinion and reasons using words and phrases (for instance, in order to, in addition).
- W.4.1.dCommon Core (US)Provide a concluding statement or section
Provide a concluding statement or section related to the opinion presented.
- AC9E4LY06Australian Curriculum v9 (ACARA)Plan, create and edit texts for a purpose and audience
Plan, create, edit and publish written and multimodal texts, using text structures appropriate to the purpose and audience, organising ideas into paragraphs, and using language features to develop and connect ideas.
Prior knowledge
This unit builds on skills students should already have met. Revisit any that are shaky first.
- Building a paragraphan opinion piece is a paragraph with a job: the topic sentence becomes the opinion and the details become the reasons
- How to teach fact and opinionstudents must tell a fact (checkable) from an opinion (a view) before they can defend one with the other
- Main idea and detailsgrouping details under one point is the reading habit that opinion writing puts into reverse: the writer chooses the point, then the supporting details
Words to teach and display
- Opinion
- what you think or feel about something, which a reasonable person could disagree with
- Fact
- a statement that can be checked and shown to be true, the same for everyone
- Reason
- a because statement that explains why you hold your opinion
- Evidence
- the fact, example or detail that backs up a reason
- Linking words
- joining words and phrases like for instance, in addition and because that connect an opinion to its reasons
- Conclusion
- the closing sentence that restates your opinion in a fresh way and finishes the piece
Teach it: model, guided practice, independent
The lesson moves from what an opinion piece is, to writing each part, to building and editing a whole piece. Every example is a real opinion paragraph students read, plan and write, so the structure is practised in writing rather than only named. Build a class opinion piece together on the board before students write their own.
1. What an opinion piece is
Open like a courtroom. A lawyer does not just announce a verdict, they argue for it. An opinion piece is writing that takes a clear position and defends it with reasons and evidence, so the reader ends up agreeing. Start by separating a fact from an opinion, because the whole piece rests on knowing the difference.
A fact can be checked: 'Dogs have four legs' is true for everyone. An opinion is a view someone could argue with: 'Dogs make the best pets' is what you think. An opinion piece states an opinion, then uses facts as the evidence that backs it up.
Give the class the shape of the whole piece and keep it on the board all unit: state your opinion, give reasons with evidence, link the ideas, then conclude. A useful name for it is OREO: Opinion, Reasons, Evidence and Examples, then Opinion restated.
- What is the difference between a fact and an opinion?
- What are the parts of an opinion piece, in order?
- Why does an opinion piece need facts even though it argues an opinion?
2. State your opinion clearly
The opening has one job: tell the reader your topic and exactly where you stand, in a single clear sentence. A vague opening leaves the jury unsure what you are arguing. Model turning a topic into a sharp opinion statement so students hear the difference between naming a topic and taking a position.
A topic is just the subject, such as 'school lunches'. An opinion takes a side: 'Our school should offer a hot lunch every day.' The word should, or the best, or must, signals a position rather than a plain description.
Warn against sitting on the fence. 'School lunches are interesting' is not an opinion anyone can argue with, so it gives the piece nothing to defend.
Turn the topic 'homework' into a clear opinion statement for an opinion piece.
- Name the topic: homework.
- Decide your position: are you for it or against it? Choose one side to defend.
- Write one sentence that states the position clearly, using a word like should.
Answer: Homework should be optional at our school. The sentence names the topic and takes a clear side, so the reader knows exactly what the piece will argue.
- What is the difference between a topic and an opinion?
- Which word in the opinion sentence shows it is taking a side?
3. Give reasons backed by evidence
This is the heart of the piece and where weak writing collapses. Each reason must answer 'why do you think that?' and then be backed by a fact, an example or a detail. A reason with no evidence is just the opinion said twice. Model one full reason so students see the reason and its evidence joined together.
Teach the pair: a reason, then its evidence. Reason: 'Reading before bed helps you sleep.' Evidence: 'Doctors say screens keep you awake, but a book calms the mind.' The evidence is what makes the jury believe the reason.
Aim for two or three strong reasons, each in its own sentence or short group of sentences, rather than a long list of thin ones. Quality of evidence beats number of reasons.
Write one reason with evidence to support the opinion 'Every classroom should have a class pet.'
- Ask why a class pet is a good idea, and pick one reason.
- Add evidence for that reason: a fact, an example or a detail that shows it is true.
- Join the reason and the evidence into a clear point.
Answer: A class pet teaches responsibility. For example, when students take turns feeding a rabbit and cleaning its cage, they learn to look after another living thing every day. The reason is 'teaches responsibility' and the feeding example is the evidence that proves it.
- What are the two parts of a strong point in an opinion piece?
- Why is 'because it is good' a weak reason?
4. Link your opinion and reasons
Reasons dumped side by side read like a list. Linking words are the joins that turn a list into an argument that flows. They signal to the reader when you are adding a reason, giving an example, or reaching your conclusion. Model dropping linking words into a bare set of sentences and hear how much smoother it reads.
Give the class a small bank sorted by job. To add a reason: in addition, also, another reason. To give an example: for instance, for example, such as. To conclude: in conclusion, for these reasons, that is why.
The linking word must match the job. Using for example in front of a new reason, or in addition in front of an example, sends the reader the wrong signal, so choose the word that fits what comes next.
Add linking words to join these bare sentences. 'Recess should be longer. Children need exercise. Sitting all day is unhealthy. Recess should be longer.'
- Keep the opening opinion, then signal the first reason with a linking word.
- Signal the second reason or its evidence with another linking word.
- Signal the conclusion with a closing linking phrase.
Answer: Recess should be longer. For a start, children need exercise to stay healthy. In addition, sitting all day makes it hard to concentrate. For these reasons, recess should be longer. The linking words show the reader each new move in the argument.
- Which linking words signal that you are adding another reason?
- Which linking words signal that a conclusion is coming?
5. Write a strong conclusion
Finish the way a lawyer sums up: restate the position so it is the last thing the jury hears, but in fresh words rather than a copy of the opening. A conclusion that simply repeats the first sentence word for word feels lazy and adds nothing. Model restating the opinion in a new way that ties the reasons together.
A good conclusion does two things: it reminds the reader of the opinion, and it gives a sense of finish, often by pointing back to the reasons. Start it with a closing linking phrase like in conclusion or for these reasons.
Show the difference between repeating and restating. Repeating copies the opening sentence. Restating says the same position in new words and gathers up the reasons behind it.
Write a conclusion for an opinion piece that opened with 'Our school should plant a vegetable garden' and argued it teaches science and provides fresh food.
- Start with a closing linking phrase so the reader knows the piece is ending.
- Restate the opinion in fresh words, not a copy of the opening.
- Gather up the reasons so the ending feels complete.
Answer: For these reasons, a vegetable garden would be a valuable addition to our school: it would bring science lessons to life and put fresh food on our plates. The conclusion restates the opinion in new words and ties the two reasons together instead of repeating the opening.
- What is the difference between repeating and restating your opinion?
- What two jobs does a good conclusion do?
Common misconceptions and how to address them
MisconceptionAn opinion piece is just saying 'I like it' over and over.
Why it happens: Students think stating the opinion more forcefully is the same as arguing for it.
How to address it: Show that repeating the opinion is not a reason. Insist every point answers 'why?' and carries evidence. Say the opinion once at the start, once at the end, and reasons in between.
MisconceptionAny reason will do, even 'because it is good' or 'because I say so'.
Why it happens: Students reach for the first thought and stop, without backing it with anything checkable.
How to address it: Require a fact, example or detail behind every reason. Model the reason-then-evidence pair. If a student cannot give evidence, the reason is not ready.
MisconceptionFacts and opinions are the same thing.
Why it happens: Students blur what can be checked with what someone believes, so they cannot tell which is which in their own writing.
How to address it: Sort statements into fact (checkable, same for everyone) and opinion (a view you could argue with). An opinion piece states an opinion and uses facts as the evidence.
MisconceptionThe conclusion just copies the opening sentence word for word.
Why it happens: Students know the opinion belongs at the end but reach for copy and paste rather than restating.
How to address it: Teach restating: same position, fresh words, gathering up the reasons. Put the copied and the restated versions side by side so the difference is clear.
MisconceptionThe more reasons you list, the more convincing the piece.
Why it happens: Students count reasons and think a longer list wins, even when the reasons are thin.
How to address it: Show that two or three reasons with real evidence beat a list of five with none. Depth of evidence convinces a reader, not the number of bullet points.
MisconceptionYou should stay neutral and give both sides equally.
Why it happens: Students confuse an opinion piece with a balanced report and refuse to take a side.
How to address it: Explain that an opinion piece argues one position on purpose. Acknowledging the other side is fine, but the writer must still take a clear stand and defend it.
Guided practice (with answers)
1. Is this a fact or an opinion? 'Our town has the best park in the country.'
Answer: An opinion. 'The best' is a view someone could argue with. A fact would be checkable, such as 'Our town has three parks.'
2. Turn this topic into a clear opinion statement: 'zoos'.
Answer: Any clear position works, for example 'Zoos should focus on protecting endangered animals.' It names the topic and takes a side with the word should.
3. Which is the stronger reason for 'Students should learn a musical instrument', and why? A: 'Because music is fun.' B: 'Because learning an instrument trains the brain to focus, which helps with schoolwork.'
Answer: B. It gives a reason and backs it with evidence about focus and schoolwork. A is just an opinion said again, with nothing to check.
4. Add a linking word to join these into a flowing point: 'Libraries should stay open on weekends. Many families are busy on weekdays.'
Answer: Add a linking word such as after all or because: 'Libraries should stay open on weekends, because many families are only free on weekdays.' The linking word shows the second sentence is the reason.
5. This opinion piece has an opening opinion and two reasons but stops suddenly. What part is missing, and what should it do?
Answer: The conclusion is missing. It should restate the opinion in fresh words and gather up the reasons, starting with a phrase like for these reasons.
6. Put the parts of an opinion piece in order: reasons with evidence, conclusion, opinion statement, linking words throughout.
Answer: Opinion statement first, then reasons with evidence, with linking words joining the ideas throughout, and a conclusion last. State it, prove it, close it.
Independent practice worksheets
Set the matching ChalkBee writing worksheets for independent work: first sort the text type and its parts, then draft and edit a full opinion piece on lined paper. Ask students to underline their opinion once and each reason once so the structure is visible.
Differentiation
- Give the OREO frame as a printed scaffold: a box for the opinion, two boxes for reasons with evidence, and a box for the restated opinion.
- Provide a bank of linking words on the desk so students choose rather than recall them.
- Start with one reason and its evidence before asking for two or three.
- Let students say their opinion and reasons aloud to a partner first, so the argument is built before it is written.
- Add a sentence that acknowledges the other side, then argues past it (some people think ... but ...).
- Write to a specific audience, such as the principal, and match the tone and reasons to that reader.
- Rank the reasons and put the strongest last, so the piece builds to its best point.
- Turn the opinion piece into a short persuasive speech and deliver it to the class.
Assessment: exit ticket
A three-question exit ticket done on a slip in the last few minutes. It samples telling fact from opinion, writing a reason with evidence, and restating an opinion for a conclusion.
1. Is this a fact or an opinion, and how do you know? 'Recycling helps the environment.'
Answer: It can be argued either way depending on wording: it is best treated as an opinion because 'helps' is a judgement, though it is supported by facts. Accept fact or opinion with a sound reason: an opinion is a view, a fact is checkable.
2. Write one reason with evidence to support 'Our class should have a reading corner.'
Answer: Any reason plus evidence, for example: 'It gives quiet readers a calm space, and students concentrate better when they are comfortable.' The reason is the calm space and the concentration detail is the evidence.
3. An opinion piece opened with 'Sport should be part of every school day.' Write a conclusion that restates this without copying it.
Answer: Any fresh restatement, for example: 'For these reasons, making sport a daily part of school would keep students healthier and happier.' It restates the opinion in new words and points back to the reasons.
Teacher notes and timings
- Rough timing across four lessons: Lesson 1 what an opinion piece is plus stating an opinion (sections 1 and 2), Lesson 2 reasons and evidence (section 3), Lesson 3 linking words plus conclusions (sections 4 and 5), Lesson 4 drafting and editing a full piece plus the exit ticket.
- Language to keep saying: state it, prove it, close it; every reason needs evidence; restate, do not repeat. These phrases pre-empt most of the misconceptions.
- OREO (Opinion, Reasons and Evidence and Examples, Opinion restated) is a memorable frame for the whole piece. Keep it on the board and let students plan into it before drafting.
- The reason-then-evidence pair is the make-or-break move. Spend the most time on section 3, because a piece full of unsupported reasons is the commonest weakness at this level.
- In ACARA v9, opinion writing sits within creating persuasive texts for a purpose and audience (AC9E4LY06), and the language of arguing a position is developed further in Years 5 and 6. This unit maps to US Grade 4 opinion writing and lays the groundwork for the Australian persuasive-text expectations that build across the upper primary years.
- Present mode and print both work: use the Print button for a clean teacher copy or a student handout, and project the sentences to build and improve a class opinion piece together on the screen.