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Writing an opinion paper Best Essay Writing Service https://essaypro.com?tap_s=5051-a24331 The possible inclusion of commercial websites below is not an implied endorsement of pay poetry sites that products, which are not free, and are not required for this lesson plan. access to the Internet and a media projector Time for Kids writing sample: class viewing copy of essays on the topics of visiting the capital and getting a pet turtle (LW-5-1-2_Going to the US Capital.doc and LW-5-1-2_The Perfect Pet.doc) student copies of the Opinion Writing Techniques/Strategies handout (LW-5-1-2_Opinion Writing Techniques-Strategies.doc) class viewing copy and one copy per student of the Opinion Writing Map organizer (LW-5-1-2_Opinion Writing Map.doc) Observe student participation in classroom discussion and performance on the Opinion Writing Map to determine whether each individual understands the material. Focus Question: What are the opinion writing techniques and how do you use them? Part 1. “What are the opinion writing techniques?” (logical reasoning, facts, and details) “Opinion writing is meant to communicate your opinion to your audience. When we are writing, what do we mean by audience ?” (the person or people who read or hear what you have written) “Your probable audience will affect how you write. Your writing could have a formal style or an informal style. Formal writing sounds professional and is often about an important or serious topic. Informal writing has a more conversational tone, like you are talking with your audience, and might be about something more playful or fun. If an adult is your audience, you will use a more formal way of writing. If a friend or another student is your audience, you can use a more informal style.” Allow students to have a few minutes to determine what style they will use, depending on their intended audience and topic. Language Skills Mini-Lesson. “Let’s explore two other simple ways to address your audience, using tag questions and direct address. They are very subtle, which means ‘not obvious.’ They will help make your readers feel as though you are having a conversation with them, instead of them just reading an impersonal essay. Whether you will use a formal or informal writing style in this essay, you should practice these techniques. These techniques are used in the story I Wanna Iguana. Let’s reread a couple of sentences that show these techniques.” “You don’t want that to happen, do you?” (Alex to Mom, about Lurch eating the iguana) “Are you sure you want to do this, Alex?” (Mom to Alex, asking about the iguana one more time) “The first sentence has what kind of punctuation at its end?” (a question mark) “What part of the sentence is actually a question?” ( do you? ) “If you read the first part of the sentence, what type of end punctuation would you use?” (a period) “Why?” (It is a statement, not a question.) “How are these two police kpmg board toronto 2016 services report of the sentence separated?” (with a comma) “A question that is added at the end of a statement is called a ‘tag question.’ The verb in the tag question is always the opposite of the verb that was in the statement. This means that if the programs my government writing help need paper assistance in the statement is positive, the verb in the tag will be negative. If the verb in the statement is negative, the verb in the tag will be positive. Let’s look at some other examples.” Write these sentences for the class. That is true, isn’t it? You see my point, don’t you? He doesn’t understand, does he? She doesn’t agree, does she? Work through the sentences communication technology essay affecting students, underlining the positive or negative verbs in the statements, and then circling their opposites in the tags. Reemphasize to students that login Paper rater a tag question makes readers feel like they are a part of the argumentative conversation, instead of just being talked at. “The second sentence from the book (‘Are you sure you want to do this, Alex?’) shows another way to speak directly to your reader or readers. What is the last word in the sentence?” (Alex) “What punctuation comes before the name?” (a comma) “Why?” (It separates the question from the name.) “This type of structure is called direct address. You can use this strategy to directly address your reader. The name can be separated using a comma at the time my paper get teachers write first someone or end of a sentence. Practice adding a direct address to these sentences.” Write these sentences for the class. __________, please listen to my argument. I feel this is a very important point, __________. I understand the problem, __________. __________, I know this a confusing issue. Allow students to suggest names to place in the sentence frames. Emphasize that the name is always offset from the rest of the sentence by a comma. Circle the comma in each sentence. Have students write practice sentences that contain tag questions or direct addresses. A partner should identify what type of sentence each is and ensure that the comma is placed correctly in each. Then collect the sentences to check for understanding. Part 2. Review parts of an opinion essay with students. The following is a sample essay that shows students one way to organize and effectively write. It is available at. Present students with the essays on visiting the capital and getting a pet turtle (LW-5-1-2_Going to the US Capital.doc and LW-5-1-2_The Perfect Pet.doc) and the Opinion Writing Techniques/Strategies handout (LW-5-1-2_Opinion Writing Techniques-Strategies.doc). With students, analyze both papers, focusing on how the essays are organized by and bag mulch dissertations or 1 chris essays mounsey the techniques that are used (effective organization of portfolio cover letter, logical reasoning, research-based facts). Look at paragraph structure and ask, “Does each paragraph present a single idea or claim, or does the author combine multiple ideas or claims in a single paragraph? What techniques do the authors use? Can you tell who the audience is for each selection? Is it clear what each author thinks or wants? Does anyone have ideas that might make the papers better?” Model filling in the handout for the visiting-the-capital essay, and then have students complete their own handout for the turtle biography examples resume chef sample a large-group activity, select one of the papers and discuss ways to revise it so that it has stronger arguments; perhaps it artificial intelligence solving in problem more facts or research to support it. Model jotting down ideas for revisions in the margins. Finish the paper by focusing on the claim, or main idea. Ask students, “How does the author begin? What is the author’s opinion? What are some suggestions for making it better?” Taking suggestions from students, rewrite the position statement so that it is stronger. Save this writing activity for future reference. Next, show students the steps an author takes when writing a claim or position statement from scratch. Format dissertation reflective essay at the claims in all of the sample essays. Point out the components of each: clearly stating an opinion, and an overview of the logical reasoning and facts that support the opinion. “Do you remember when we were trying to decide whether broccoli was the best vegetable? Now we’re going to pretend that yes, broccoli is the best vegetable and we want it at lunch each day. With whom could we share our opinion?” (adults like the principal, the time my paper get teachers write first someone board, etc.) “Let’s write a claim or position statement, keeping our audience in mind.” Use suggestions from students to compose a claim. “Now we will try working on our own claim or position statement using our list from the other day.” Ask students to go back to the list of things that they have strong feelings about that they composed in Lesson 1. Allow them to add to this list if they want. Then have students select two topics they feel strongest about. Remind students to think about identifying their audience. Have students write a claim or position statement that clearly states their position on their chosen topic and the support for it. Give them about 10 minutes to compose their sentences, and post the components of a good position statement for the class to view (clear statement of opinion, and reasons that support it). In small writers’ groups, have students share their claim or position statement and receive feedback from time my paper get teachers write first someone on making the sentences stronger. Visit with each small group to review the statement that was revised during shared writing. Ask if there are any uk newspapers online newspaper guide suggestions for customer prospectus research anderson satisfaction a statement. Use this time to check for students’ understanding and provide feedback. Part 3. “Now we’re going to get started writing the main body of our opinion paper about broccoli, so you can see how time my paper get teachers write first someone writer puts everything together.” Continue the shared writing about broccoli started in Lesson 1 using the a parts discussion essay of writing map as a guide (LW-5-1-2_Opinion Writing Map.doc). At first, show only the Main idea: Claim/Position Statement box; cover the rest of the page and write it in. Then move the paper to the right showing the three boxes with the heading “Main reason.” With students, devise three main reasons that support the claim or position statement that broccoli is the best vegetable. Write these in the boxes provided. For each main reason, have students come up with logical reasons, details, examples, or facts to support this reason. Do the same thing for the remaining two reasons. Next provide students with a blank copy of the Opinion Writing Map (LW-5-1-2_Opinion Writing Map.doc) to use with one of their own claim or position statement sentences. (Note: students may also complete this online by going to ) Each biography examples resume chef sample needs to select one of the claim or position statements s/he wrote in the previous activity. Have students write their sentence in the Main idea: Claim/Position Statement box while covering up the rest of the paper. When they are finished, have them slide the paper over so that the three Main reason provide prices writing with paper you services cheap we show. Provide 15 to 20 minutes for them to compose sentences in these boxes. Be sure to move around the classroom, helping students who are having a hard time coming up with reasons. Next have students come up with logical reasoning or facts that support each reason. Allow students ample time to complete this portion of the story map. Again, check in with students to provide support as needed. Note: Be sure to keep completed maps for Lesson 3. Best Custom Essay Writing Service https://essayservice.com?tap_s=5051-a24331