OP-ED

OP-ED An “Op-Ed” is an opinion article written for a newspaper, magazine or online publication. Often an Op-Ed will present an argument or claim about a social problem. For your individual mid-term assignment, please write an Op-Ed of between 750 and 1,000 words about a single claim that emerged from your group research project. As part of your Op-Ed, you should try to incorporate the elements of claims found in the text and discussed in class including grounds (a typifying incident, statistics and name of problem), warrants (value appeals or reasons) and conclusions (specific actions the reader should take). Please have a look at this presentation. https://prezi.com/gikhyhjppe-o/untitled-prezi/?utm_campaign=share&utm_medium=copy Along with it you will find all the information needed to write the Op-ed. Including claim ground and statistics. The information needs to be regarding students in UML Attached please find the rubric for this assignment and a guide from Harvard University on how to write a great Op-Ed. Good luck! Communications Program www.hkscommunicationsprogram.org Twitter: @hkscommprog HOW TO WRITE AN OP-ED OR COLUMN An op-ed piece derives its name from originally having appeared opposite the editorial page in a newspaper. Today, the term is used more widely to represent a column that represents the strong, informed, and focused opinion of the writer on an issue of relevance to a targeted audience. Distinguishing Characteristics of an Op-Ed or Column Partly, a column is defined by where it appears, but it shares some common characteristics: • Typically, it is short, between 750 and 800 words. • It has a clearly defined point. • It has a clearly defined point of view. • It represents clarity of thinking. • It contains the strong, unique voice of the writer. Questions to Ask Yourself When Writing an Op-Ed or Column • Do I have a clear point to make? • What is it? • Who cares? (Writing with a particular audience in mind can inform how you execute your column. Who is it that you are trying to convince? Why are you targeting that specific reader?) • Is there substance to my argument? Topic and Theme Every successful op-ed piece or column must have a clearly defined topic and theme. • Topic: the person, place, issue, incident, or thing that is the primary focus of the column. The topic is usually stated in the first paragraph. • Theme: another level of meaning to the topic. What’s the big, overarching idea of the column? What’s your point? Why is your point important? The theme may appear early in the piece or it may appear later when it may also serve as a turning point into a deeper level of argument. Research While columns and op-ed pieces allow writers to include their own voice and express an opinion, to be successful the columns must be grounded in solid research. Research involves acquiring facts, quotations, citations, or data from sources and personal observation. Research also allows a reader to include sensory data (touch, taste, smell, sound, or sight) into a column. There are two basic methods of research: • Field research: going to the scene, interviews, legwork; primary materials, observations, and knowledge • Library, academic, or internet research: using secondary materials, including graphs, charts, and scholarly articles Openings The first line of an op-ed is crucial. The opening “hook” may grab the reader’s attention with a strong claim, a surprising fact, a metaphor, a mystery, or a counter-intuitive observation that entices the reader into reading more. The opening also briefly lays the foundation for your argument. Endings Every good column or op-ed piece needs a strong ending which has some basic requirements. It: • Echoes or answers introduction • Has been foreshadowed by preceding thematic statements • Is the last and often most memorable detail • Contains a final epiphany or calls the reader to action There are two basic types of endings. An “open ending” suggests rather than states a conclusion, while a “closed ending” states rather than suggests a conclusion. The closed ending in which the point of the piece is resolved is by far the most commonly used. Voice Having a strong voice is critical to a successful column or op-ed piece. Columns are most typically conversational in tone, so you can imagine yourself have a conversation with your reader as you write (a short, focused conversation). But the range of voice used in columns can be wide: contemplative, conversational, descriptive, experienced, informative, informed, introspective, observant, plaintive, reportorial, self-effacing, sophisticated, humorous, among many other possibilities. Sometimes what voice you use is driven by the publication for which you are writing. A good method of perfecting your voice is to get in the habit of reading your column or op-ed out loud. Doing so gives you a clear sense of how your piece might sound – what your voice may come off as – to your intended reader. Revision Checklist Some things to remember as you revise your op-ed or column before you submit it for publication: • Check clarity. • Check coherence and unity. • Check simplicity. • Check voice and tone. (Most are conversational; some require an authoritative voice.) • Check direct quotations and paraphrasing for accuracy. • Check to make sure you properly credit all sources though formal citations are not necessary.) • Check the consistency of your opinion throughout your op-ed or column. Resources Below are links to some online resources related to op-ed and column writing: The Op-Ed Project (http://www.theopedproject.org) is a terrific resource for anyone looking to strengthen their op-ed writing. It provides tips on op-ed writing, suggestions about basic op-ed structure, guidelines on how to pitch op-ed pieces to publications, and information about top outlets that publish op-eds. Started as an effort to increase the number of women op-ed writers, The Op-Ed Project also regularly runs daylong seminars around the country. “How to Write an Op-Ed Article” (http://newsoffice.duke.edu/duke_resources/oped), which was prepared by David Jarmul, Duke's associate vice president for news and communications, provides great guidelines on how to write a successful op-ed. ”How to Write Op-Ed Columns” (http://www.earth.columbia.edu/sitefiles/file/pressroom/media_outreach/OpEdGuide.doc), which was prepared by The Earth Institute at Columbia University, is another useful guide to writing op-eds. It contains a useful list of op-ed guidelines for top-circulation newspapers in the U.S. “And Now a Word from Op-Ed” (http://www.nytimes.com/2004/02/01/opinion/01SHIP.html?pagewanted=all) offers some advice on how to think about and write op-eds from the Op-Ed editor of The New York Times. The Harvard Kennedy School Communications Program regularly runs workshops on writing op-eds and columns as well as classes focusing on the topic. You can find out more about these by checking the HKS Communications Program’s website (http://www.hkscommunicationsprogram.org). (Seglin, August, 2012) SOC 115.  Social Problems Op-Ed based on Group Project 15% of final course grade Due October 30, 2015 by Midnight ON BLACKBOARD An “Op-Ed” is an opinion article written for a newspaper, magazine or online publication.  Often an Op-Ed will present an argument or claim about a social problem. For your mid-term assignment, please write an Op-Ed of between 750 and 1,000 words about a single claim that emerged from your group research project.    As part of your Op-Ed, you should try to incorporate the elements of claims found in the text and discussed in class including grounds (a typifying incident, statistics and name of problem), warrants (value appeals or reasons) and conclusions (specific actions the reader should take). Some additional tips: (1)    Include an Action Title to your Op-Ed and your name. (2)    Focus your claim around a specific issue with a specific course of action that you are recommending.   The more specific the better. (3)     Take a position.  This is not the time to present an ‘objective’ point of view.  You need to take a position and argue for it through grounds, warrants and conclusions. (4)    Select a target audience for your Op-Ed.  This does not mean that others would not read it or benefit from it, but you should write with a particular group in mind.  For example, “college students”; or “college faculty” or “college administrators” are three different audiences.  Again, this should be specific. (5)    Tone: Your Op-Ed can be conversational in tone, but should still adhere to all rules of grammar and spelling that you might use in a formal paper.  So, please do not use abbreviations or ‘texting’ style language (ex.-LOL!) (6)    Opening: Op-Eds often open with an attention grabbing line that will attract the readers interest.  Consider a question or puzzle, or this is a good place to use a story that provides your typifying example. (7)    Closing; End with a strong close that is aligned with the rest of the op-ed and contains a final insight or call to action. . A    B    C    D    F OpEd names a claim and the claim chosen is specific and actionable claim    The claim that has been chosen is clearly defined and specific, with a specific audience in mind. The claim chosen is clear and specific, but perhaps lacks one or more elements, such as an action step, or does not seem to have a specific audience in mind.    The claim chosen has problems in that it may be too general or not actionable.    The claim chosen is unclear.    No claim chosen. Grounds for Claim Demonstrates an ability to present data and arguments that support the validity of claims.    Meaningfully synthesizes all aspects of the claims-making rhetorical recipe for grounds.  The typifying example, name of problem and statistics all reinforce one another and are based on trustworthy and verifiable data.    Effectively selects and develops examples of life experiences, drawn from a variety of contexts (e.g., family life, artistic participation, civic involvement, work experience), to illuminate concepts/theories/ frameworks of fields of study.     Compares life experiences and academic knowledge to infer differences, as well as similarities, and acknowledge perspectives other than own. Identifies connections between life experiences and those academic texts and ideas perceived as similar and related to own interests. Warrants for Claim Demonstrates an ability to mobilize multiple and relevant warrants to justify claim.    Presents multiple and convincing warrants or reasons why their claim is important, which align well with the grounds presented for the claim.    Presents multiple warrants and/or reasons for claim, but perhaps not all are convincing or relevant to the specific claim; or perhaps only one warrant is presented; or perhaps the warrants do not align well with the grounds.    One or more warrants presented seem to be either unconvincing or out of alignment with the grounds presented.    Seems to be missing one or more warrants for the claim, or failing to present an opinion altogether. Conclusions The conclusions are aligned with both the ground and warrants and provide a specific pathway Civic Identity and Commitment Provides evidence of experience in civic- engagement activities and describes what she/ he has learned about her or himself as it relates to a reinforced and clarified sense of civic identity and continued commitment to public action.     Provides evidence of experience in civic- engagement activities and describes what she/ he has learned about her or himself as it relates to a growing sense of civic identity and commitment.     Evidence suggests involvement in civic- engagement activities is generated from expectations or course requirements rather than from a sense of civic identity.     Provides little evidence of her/his experience in civic-engagement activities and does not connect experiences to civic identity. Ethical Issue Recognition Student can recognize ethical issues when presented in a complex, multilayered (gray) context AND can recognize cross- relationships among the issues.     Student can recognize ethical issues when issues are presented in a complex, multilayered (gray) context OR can grasp cross- relationships among the issues.     Student can recognize basic and obvious ethical issues and grasp (incompletely) the complexities or interrelationships among the issues. Student can recognize basic and obvious ethical issues but fails to grasp complexity or interrelationships. Overall Writing Quality    Each section of the paper logically flows to the next section.  The experiences seem to logically lead to the learning experiences.    The paper generally flows logically, although some sections may seem out of alignment.    The paper misses multiple or important logical connections.    There is little logic or coherence to the paper. 48.115 Op-Ed based on Group Project