1. THE PERIOD IS PISSED ARGUMENTATIVE WRITING Day 8

2. LEARNING TARGET: ELA.W.9-10.4 I can learn the format, organization, and style of an Opinion- Editorial so that my writing will be appropriate to task, purpose, and audience. ELA.W.9-10.5 I can develop and strengthen my Opinion-Editorial by planning via brainstorming and prewriting.

3. BRAINSTORMING Now that we’ve completed our inquiry and research into the various ways social media has affected our ability to communicate, it’s time to consider your opinion on the topic, beginning formation of your argument, and matching your writing to the required format. Complete the brainstorming that generates both positive and negative effects of social media on communication, then evaluate which side will make for a better argument for YOU. Refer to your ThinkTank vocabulary sheet to help you think of terms and concepts that might be relevant here.

4. PREWRITING Once you’ve chosen which side of the argument your writing will support, begin completing the prewriting sheet. Look back through the articles we’ve read and the organizers you used to gather potential support. Possible sources for Support/Evidence: Social Media Cartoon/Memes “The Period Is Pissed” (Clair) “I Knew You Before I Met You” (Cox) Social Media Infographics “Don’t Fear the Network…” (Masket) “How Social Media Improved Writing” (Kuper) “Why Johnny Can’t Write…” (Ulannofar) “Connect, But Alone” (Turkle) “The Flight from Conversation” (Turkle) “R Grammar Gaffes Ruining the Language?” (Weeks)

5. OPINION-EDITORIAL The essay prompt asks you to write an Opinion-Editorial (originally known as the Opposite-Editorial because it appeared on the opposite page of a newspaper’s editorials). While Op-Eds are similar in some ways to other types of writing you may be familiar with (like the essay), this type of writing follows a specific format and has features with which you may not be familiar.

6. OPINION-EDITORIAL An Op-Ed is a piece of writing with a strong, informed, and focused argument of the writer about an issue of relevance to a targeted audience. Op-eds are opinion articles that provide readers with diverse arguments on timely news issues. Most op- eds relate to an issue in recent news, but also provide a fresh opinion or suggested course of action. While they are essentially opinion pieces, op-eds are balanced with factual information.

7. WRITING AN OP-ED 1.Think about your audience. Anticipate their needs, concerns, and questions. 2.Grab the reader’s attention early. Demand their attention and don’t let it go. 3.Make a clearly defined argument. Op-Eds don’t waiver or equivocate. 4.Address a timely issue, but one that has long-term consequences. 5.Use your personal voice. You want to establish ethos with your reader, but you can also be yourself. Op-Eds are more conversational than academic writing. 6.Be aware of your tone. If you come across as all-knowing, arrogant, or fanatical, your audience will tune you out. Convincing arguments are balanced and skillful.

8. ESSAY STRUCTURE What elements belong in each of the three components of an essay?

9. OP-ED STRUCTURE INTRODUCTION LEDE NUT GRAF CLAIM BODY REASONS EVIDENCE COUNTERCLAIM(S) REFUTATIONS(S) CONCLUSION CALL TO ACTION BYLINE WITH BRIEF BIO Since Op-Eds originated in the world of journalism, there are a few pieces of JARGON you will need to know. *JARGON - special words or expressions that are used by a particular profession or group and are difficult for others to understand.

10. LEDE (OFTEN SPELLED “LEAD” BY NON-JOURNALISTS) This is the “hook” or “attention grabber” that opens your Op-Ed and demands your readers’ attention/interest. It serves the exact same purpose as a hook or attention grabber in an essay—journalists just have a special term for it.

11. NUT GRAF (CONTRACTION OF “NUTSHELL PARAGRAPH,” TAKEN FROM “IN A NUTSHELL” CONCEPT, AKA SUMMARY) The NUT GRAF provides relevant background information and/or context. It briefly describes the situation or problem that your argument will address. Again, this is something we also do in an essay, but journalists gave it a funny name. FYI, it doesn’t necessarily have to be a paragraph by itself; you can decide if it should be attached to the LEDE and/or CLAIM.

12. CLAIM REASONS EVIDENCE COUNTERCLAIM REFUTATION WE ALREADY LEARNED ALL OF THESE!

13. CALL TO ACTION This is a special kind of conclusion that is used when writing an ARGUMENT. Since you want your argument to be successful and convincing, you don’t want your reader to have any doubt whatsoever regarding what you want them to think or do when they arrive at the end. A CALL TO ACTION sums up your argument and explicitly identifies how your reader should be affected via change in their attitude, perspective, beliefs, behaviors, etc.

14. OP-ED EXAMPLES Since we’re treating this like an authentic piece of journalism (remember, you’re going to actually publish your Op-Ed), let’s treat you like a professional writer by adding a Byline. This is a brief component at the end of your paper that provides your name, a 1-2 sentence biography, and a headshot. While it might be tempting to use this as a source of humor, you don’t want to undermine your authority or credibility. Note: These are sometimes at the beginning of Op-Eds, but we’ll all put them at the end to be consistent. Dr. Henry Walton “Indiana” Jones Jr. is an archaeology/history professor known for his deep knowledge of ancient civilizations and languages, fear of snakes, and signature look (fedora, bullwhip, leather jacket).

15. ESSAY VS. OP-ED What do op-eds and essays have in common? How is an op-ed different from an essay? Do you think writing an op-ed will be easier for you than writing an essay? Why?

16. EXAMPLES OF OP-EDS Read the provided Op-Ed Annotate it w/ labels that identify all the components we discussed: LEDE, NUT GRAF, CLAIM, REASON(S), EVIDENCE, COUNTERCLAIM(S), REFUTATION(S). With your neighbor, discuss: The TWO strongest elements of your Op-Ed The weakest part of your Op-Ed Any missing components? Where/how would you add them?