In this lesson, you will move from naming quotation, paraphrase, and summary to actually using them in a full paragraph. You will start with a clear claim, select relevant evidence from a short text, and decide whether to quote, paraphrase, or summarize. Then you will practice adding signal phrases and explanations so your paragraph is coherent and convincing. Along the way, you will watch out for plagiarism and check if your sources are credible. By the end, you will have a working opinion paragraph built on solid textual evidence.
🎯 Learning Goals
By the end of the lesson, you will be able to:
- Formulate a clear claim for a short opinion paragraph and choose at least two pieces of relevant textual evidence to support it.
- Integrate quotation, paraphrase, and/or summary into a paragraph using signal phrases and basic attribution.
- Revise a draft paragraph to improve coherence, explanation of evidence, and avoidance of plagiarism.
🧩 Key Ideas & Terms
- Claim – The main point or opinion you want to prove in your paragraph or essay.
- Textual evidence – Information from a text (data, statements, examples) used to support your claim.
- Quotation – Evidence copied word-for-word from the source and placed in quotation marks.
- Paraphrase – Evidence restated in your own words and structure, about the same length as the original idea.
- Summary – A shortened restatement of a longer text focusing on the main idea and key points.
- Signal phrase – A phrase that introduces evidence and identifies the source or speaker.
- Coherence – The quality of a paragraph when its ideas connect clearly and logically.
- Plagiarism – Using someone else’s words or ideas without proper credit, as if they were your own.
- Source credibility – How trustworthy and reliable a source is, based on author, evidence, and purpose.
🔄 Quick Recall / Prior Knowledge
Refresh your understanding from Days 1 and 2 so you can apply it in today’s writing tasks.
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In one sentence, explain the difference between a fact and an opinion.
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A fact can be checked and proven true or false using evidence, while an opinion expresses a judgment or belief that cannot be proven in the same way. -
What is the main purpose of an opinion editorial?
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An opinion editorial aims to present a writer’s viewpoint on an issue and persuade readers to consider or support that position using reasons and evidence. -
Define quotation, paraphrase, and summary in your own words.
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Sample: Quotation uses the source’s exact words with quotation marks. Paraphrase restates the source’s idea in my own words but about the same length. Summary shortens a longer text to its main idea and key points in my own words. -
Why is it important to avoid plagiarism when using textual evidence?
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Because plagiarism is dishonest, disrespects the original author, can lead to academic penalties, and makes readers doubt our writing.
📖 Explore the Lesson
Checkpoint 1 – From Topic to Clear Claim
Mini-goal: Turn a broad topic into a focused, arguable claim for a paragraph.
Many learners begin writing by choosing a topic such as social media, online learning, or public health. A topic is a starting point, but it is too wide to control in one paragraph. To write an opinion editorial paragraph, you need a claim—a specific statement that shows your opinion about the topic. A claim answers a question such as “What do I think about this?” or “What should be done?”
For example, instead of the broad topic “dengue information,” you might form the claim: “Schools should include dengue myth-busting sessions in health classes.” This claim has a clear subject (schools), a clear action (should include myth-busting sessions), and a focused issue (dengue information). It is something a reader can agree or disagree with, which makes it suitable for opinion writing.
When planning your paragraph, write your claim at the top of your notebook page. This will act as your guiding line. As you look for textual evidence, ask yourself: “Does this sentence or statistic really help me prove my claim?” Evidence that does not connect to the claim, even if it looks interesting, can distract readers and weaken your argument.
Real-life tie-in: When you ask permission for something at home, you usually do not talk about everything in your day. You pick one point (“I should attend this school event”) and give reasons directly related to it. A good opinion paragraph works the same way.
Mini-summary: A topic becomes effective in opinion writing only when you shape it into a clear, arguable claim. This claim guides which evidence you select and which details you leave out.
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Change the topic “social media” into one focused claim for a paragraph.
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Sample: “Students should limit social media use at night to protect their sleep and concentration.” -
Why must every piece of evidence in your paragraph connect to your claim?
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Because unrelated evidence confuses readers and weakens your argument; connected evidence makes your reasoning clear and strong. -
Write one question you can ask yourself to check whether your claim is specific enough.
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Sample: “Can I fully explain and support this claim in one paragraph using a few pieces of evidence?”
Checkpoint 2 – Choosing Relevant and Sufficient Evidence
Mini-goal: Learn how to select the best pieces of textual evidence for your claim.
Once you have a claim, the next step is to find relevant evidence—details that clearly support that claim. You might read a short article, a report, or a previous lesson text. As you read, you will see many facts, examples, and explanations, but not all of them will be useful for your paragraph. Relevant evidence is closely connected to your claim and helps prove or explain it.
Imagine your claim is: “Schools should correct health myths that spread online.” From a health article, you might collect three possible pieces of evidence: (1) a statistic about how many students use social media for news, (2) a story about a student who followed a false cure, and (3) a description of dengue symptoms. Which are most relevant? The first two are directly about myths and their effects. The third is important information, but it does not directly support your claim about myths and schools.
You also need sufficient evidence. One tiny detail may not convince readers, but three well-chosen pieces of evidence can build a strong case. However, “more” is not always better. A paragraph crowded with many small details may feel confusing. Aim for a balance: enough evidence to support your claim clearly, but not so much that your main point gets lost.
Real-life tie-in: When you argue a point with a friend, you do not list every detail you know. You choose a few strong reasons and examples. That is exactly what good writers do when they select textual evidence.
Mini-summary: Strong paragraphs use relevant evidence that clearly supports the claim and a sufficient amount of evidence to convince readers without overwhelming them.
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What does “relevant” evidence mean in the context of opinion writing?
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It means evidence that is clearly connected to the claim and helps prove or explain it. -
Why is “more evidence” not always better?
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Because too many details can confuse readers and hide the main idea; it is better to use a few strong, well-explained pieces. -
If your claim is about correcting myths, why might a detailed description of symptoms be less relevant?
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Because it explains the disease itself, not directly the myths or how schools should react to them.
Checkpoint 3 – Integrating Quotations into Your Paragraph
Mini-goal: Practice inserting short quotations smoothly and clearly into your own sentences.
A quotation becomes effective when it fits naturally into your paragraph and clearly supports your claim. Instead of dropping a quotation without warning, you use a signal phrase to introduce who said it and why it matters. For example: “According to a recent health report, ‘many young people now rely on social media as their main source of health information.’” The signal phrase prepares the reader; the quotation provides specific evidence.
After the quotation, your job is not finished. You need to explain it in your own words. This explanation might answer questions like “What does this show?” or “How does this connect to my claim?” Without explanation, a quotation can feel like a decoration instead of real support. Your explanation acts as a bridge between the source’s words and your own reasoning.
As you practice, choose short quotations—one sentence or even a phrase—that capture the key idea you need. Copy them accurately and place quotation marks in the correct position. Then add a sentence before or after the quotation that clearly names the source, such as “the Department of Health,” “a local doctor,” or “a school counselor,” to build credibility.
Real-life tie-in: When you say to a friend, “Our teacher said, ‘Always check the source,’” you use the teacher’s exact words to support your advice. In writing, quoting works the same way—you borrow a strong voice to support your own.
Mini-summary: Effective quotations are short, introduced with signal phrases, followed by explanation, and clearly connected to the claim of your paragraph.
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Why is it not enough to just put a quotation in a paragraph without any explanation?
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Because readers may not see how it connects to your claim; your explanation shows its meaning and importance. -
Give one example of a signal phrase that could introduce a quotation in an opinion paragraph.
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Sample: “A health expert warns that…” or “According to the Department of Health report…” -
What information about the source can make your quotation more convincing?
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The source’s role or authority, such as being a doctor, researcher, government agency, or other credible organization.
Checkpoint 4 – Combining Paraphrase and Summary with Your Own Voice
Mini-goal: Use paraphrase and summary to keep your paragraph in your own voice while still showing evidence.
While quotations bring the original voice into your writing, paraphrases and summaries keep the spotlight on you. When you paraphrase, you restate a specific idea from the source in your own words and sentence structure. When you summarize, you shrink a longer section into a shorter statement that captures only the main point. Both methods allow your paragraph to sound smoother and more unified.
Suppose the source text says, “A recent study found that students who received training on checking online sources were better at rejecting false information.” A paraphrase might be: “One study showed that students become better at spotting fake information online after they are taught how to check their sources.” A summary might be: “Studies show that teaching students to evaluate sources helps them avoid online misinformation.”
Notice how the paraphrase keeps the same detail (training leads to better rejection of false information), while the summary focuses only on the central idea. In both, it is important to signal that you are drawing from a study, not from your own imagination. You can do this by starting with a phrase like “A study showed…” or “Research suggests that…”.
Real-life tie-in: When you talk to your classmates about something you read, you rarely recite the whole article. You explain it in a simpler way or give the main idea. That is exactly what paraphrasing and summarizing help you do in writing.
Mini-summary: Paraphrases and summaries let you present evidence in your own voice while still giving credit to the original text and connecting clearly to your claim.
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Why might a writer choose to paraphrase instead of quote a sentence?
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To keep the idea but fit it smoothly into their own style, especially when the exact wording is not necessary. -
When is a summary more useful than a paraphrase?
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When the source text is long and you only need its main idea or key point as background for your argument. -
What should you still include in both paraphrase and summary to avoid plagiarism?
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A clear mention of the source, often through a signal phrase or attribution.
Checkpoint 5 – Explaining Evidence and Maintaining Coherence
Mini-goal: Connect your evidence to your claim using explanations and transitions so the paragraph flows smoothly.
Textual evidence by itself is not enough. Readers also need your explanation of why the evidence matters. This is often called commentary or analysis. After you quote, paraphrase, or summarize, you can begin your explanation with phrases like “This shows that…,” “This means…,” or “This suggests that…”. Your explanation should always connect directly back to your claim.
For example, after summarizing a study about students who learned to check sources, you might write: “This shows that schools can actually change how students respond to online information. If teachers regularly teach source-checking skills, students may be less likely to believe dangerous myths about health.” Here, the explanation links the evidence to your claim about what schools should do.
Coherence also depends on transitions—words and phrases that show relationships between sentences, such as “first,” “however,” “for example,” “as a result,” and “in addition.” These help readers follow your line of reasoning. A coherent paragraph often follows this pattern: claim or topic sentence → first piece of evidence → explanation → second piece of evidence → explanation → mini-conclusion or link to next idea.
Real-life tie-in: When you explain your reasons to a friend, you do not just throw facts at them. You connect the facts with “because” and “so,” and you organize your points so they make sense. Good paragraphs do the same.
Mini-summary: Coherent paragraphs connect evidence to the claim through clear explanations and transitions, guiding the reader step by step.
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Why are explanation sentences important after giving textual evidence?
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Because they show how the evidence supports the claim and help readers understand your reasoning. -
Give two transition words or phrases that can help your paragraph flow.
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Examples: “for example,” “in addition,” “however,” “as a result.” -
What is one simple pattern you can follow to keep your paragraph coherent?
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Claim → evidence → explanation → evidence → explanation → brief conclusion or link to next idea.
Checkpoint 6 – Checking for Plagiarism and Source Credibility
Mini-goal: Learn how to review your paragraph for honesty and reliability.
As you finish a draft, it is important to check not only your grammar but also your honesty and the quality of your sources. To avoid plagiarism, ask: “Did I mark all quotations with quotation marks?” “Did I restate paraphrases and summaries using my own words and structure?” “Did I mention where each idea came from?” If the answer to any of these questions is no, you need to revise.
Next, think about source credibility. Not all sources are equally trustworthy. For example, a medical organization or a government health department is usually more reliable on health topics than a random social media post. When you rely on weak or biased sources, your paragraph becomes less convincing, even if you quote or paraphrase correctly. Whenever possible, choose sources that provide clear evidence, show the author or organization’s name, and are up to date.
Finally, ask yourself: “If my reader saw my sources, would they feel confident that I chose them carefully?” This question pushes you to think like a responsible writer. Good opinion writing combines strong claims, clear evidence, and honest, careful use of other people’s ideas.
Real-life tie-in: In real life, people may share screenshots or “tips” without checking where they came from. By learning to check for plagiarism and credibility in your writing, you also train yourself to be a more careful reader and sharer of information.
Mini-summary: Before finalizing a paragraph, make sure all borrowed ideas are credited and your sources are trustworthy. This protects you from plagiarism and strengthens your argument.
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What are two questions you can ask yourself to check for plagiarism in your draft?
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Sample: “Did I put quotation marks around all exact words from the source?” and “Did I change the wording and structure when I paraphrased or summarized?” -
Give one sign that a source may not be credible.
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Examples: the author is unknown, there are no references or evidence, the information is very old, or it comes from a clearly biased or unreliable site. -
Why does using credible sources matter, even in a school paragraph?
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Because it helps your teacher and future readers trust your claims and shows that you are practicing responsible research habits.
💡 Example in Action
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Example 1 – Labeling Evidence in a Paragraph
Read this short paragraph:
Schools should teach students how to check the truth of online health posts. According to a health report, “many teenagers now rely on social media for medical advice.” The same report explains that students who received training on checking sources were better at rejecting false cures. This shows that if schools include source-checking lessons, students can make safer decisions about their health.
Underline the quotation, circle the paraphrase, and box the explanation.Show Answer
Quotation: “many teenagers now rely on social media for medical advice.”
Paraphrase: “students who received training on checking sources were better at rejecting false cures.”
Explanation: “This shows that if schools include source-checking lessons, students can make safer decisions about their health.” -
Example 2 – Improving a “Dropped” Quotation
Original sentence: “Many teenagers now rely on social media for medical advice.” This is a problem.
Improve it by adding a signal phrase and explanation.Show Answer
Sample: “According to a recent health report, ‘many teenagers now rely on social media for medical advice.’ This is a problem because social media posts are not always checked by experts, so students may follow unsafe tips.” -
Example 3 – Choosing Evidence for a Claim
Claim: “Schools should correct health myths that spread online.”
Which two of the following are the best pieces of evidence?
A. A statistic showing how many hours students spend online each day.
B. A story of a student who followed a false cure from a social media post.
C. A description of dengue symptoms from a science textbook.
D. A statement from a doctor saying schools must teach real health information.
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The best evidence for this claim is B and D, because they directly show the effects of myths and support the idea that schools should correct them. -
Example 4 – Turning a Source into a Paraphrase
Source: “Students who attended media literacy workshops were less likely to believe false news about diseases.”
Write a paraphrase.Show Answer
Sample: “The study found that students who joined media literacy lessons were less likely to accept untrue news about illnesses.” -
Example 5 – Checking for Plagiarism
Original: “Fake health news can spread quickly and cause people to follow dangerous advice.”
Student version: “Fake health news spreads quickly and makes people follow dangerous advice.”
Explain why this is still too close to the original and suggest how to fix it.Show Answer
The student mostly changed verb forms and order slightly; the structure and wording are almost the same, so it is still too close. A better version: “When people read unverified health posts, they may accept them as true and end up trying unsafe remedies. One article warns that this kind of false information can move quickly across the internet.”
📝 Try It Out
Do these tasks in your notebook. Afterwards, check the suggested answers to guide your revision.
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Write one clear claim about online health information that could be the topic sentence of a paragraph.
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Sample: “Students should always verify online health posts with trusted sources before following any advice.” -
Copy a short factual sentence from any health-related text. Turn it into a quotation with a signal phrase.
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Sample: Source sentence: “Dengue cases rise during the rainy season.” Quotation: “According to the Department of Health, ‘dengue cases rise during the rainy season.’” -
Using the same source sentence, write a paraphrase in your own words.
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Sample: “Health officials report that dengue infections increase when the rainy months arrive.” -
Choose a paragraph (3–5 sentences) from your English or Science text. Write a two-sentence summary of it in your notebook.
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Teacher checks. The summary should keep only the main idea and most important points, not small examples. -
Draft a short paragraph (4–6 sentences) supporting this claim: “Schools should help students become critical readers online.” Include at least one quotation or paraphrase.
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Teacher checks. Look for a clear claim, at least one correctly introduced piece of evidence with attribution, and explanation of how it supports the claim. -
Underline the sentence in your paragraph that contains textual evidence. Put a star beside the sentence that explains that evidence.
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Teacher checks. The starred sentence should clarify how the underlined evidence supports the claim. -
Rewrite one of your evidence sentences to improve its signal phrase or attribution.
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Sample improvement: Change “It says” into “A 2023 health report from the city government explains that…” to show a clearer and more credible source. -
Look at your paragraph again. Add at least one transition word (for example, “for example,” “however,” “in addition”) to improve coherence.
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Teacher checks. The added transition should make the flow between sentences smoother, not random. -
Write two questions you can use as a checklist after writing any paragraph with textual evidence.
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Sample: “Did I give credit to all sources?” and “Did I explain how each piece of evidence supports my claim?” -
Short reflection (2–3 sentences): Which part of using textual evidence feels easiest to you now, and which part do you still find difficult?
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Answers will vary. Teacher may use them to plan extra practice in quotation, paraphrase, summary, or explanation.
✅ Check Yourself
Answer the items to see how well you can work with textual evidence in a paragraph.
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(Multiple Choice) Which sentence best states a claim suitable for an opinion paragraph?
a. Online posts appear every day.
b. Many students have smartphones.
c. Online health posts are sometimes confusing.
d. Schools should train students to check online health posts before believing them.
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Correct answer: d. It gives a clear opinion and suggests an action. -
(Multiple Choice) Which of the following is irrelevant evidence for the claim in item 1?
a. A statistic about how many students use social media daily.
b. A story about a student who believed a false health tip from a post.
c. A description of the school canteen menu.
d. A statement from a doctor about the danger of fake health news.
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Correct answer: c. It does not connect directly to checking online health posts. -
(True/False) A strong paragraph usually includes both textual evidence and your explanation of that evidence.
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True. Evidence and explanation work together to support the claim. -
(True/False) A quotation does not need quotation marks if you mention the author’s name.
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False. Exact words must always be placed in quotation marks. -
(Short Answer) What is the main danger of using a long quotation without any explanation in your paragraph?
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Readers may not understand why it is there or how it connects to your claim, and your own voice may disappear. -
(Multiple Choice) Which sentence uses a signal phrase correctly?
a. “Many students read health posts online. This is true.”
b. According, “many students read health posts online.”
c. According to one survey, “many students read health posts online.”
d. Many students read health posts online according.
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Correct answer: c. It has a clear signal phrase and properly placed quotation marks. -
(Short Answer) Give one example of a transition phrase you might use when presenting your second piece of evidence.
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Examples: “In addition,” “Another example is,” or “Furthermore.” -
(Multiple Choice) Which sentence shows a paraphrase of this idea: “Media literacy training helps students avoid fake news”?
a. “Media literacy training helps students avoid fake news.”
b. Media literacy training helps students evade fake news.
c. Training students to read media critically makes them less likely to believe false news.
d. “Training students to read media critically makes them less likely to believe false news.”
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Correct answer: c. It restates the idea in new words without quotation marks. -
(Short Answer) How can you check if your paraphrase is too close to the original?
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Compare it to the source: if the sentence structure and many key phrases are still the same, it is too close and you should change more. -
(True/False) A summary should include every example and number from the original text.
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False. A summary keeps only the main idea and key points. -
(Multiple Choice) Which question helps you check the credibility of a source?
a. Is the font style interesting?
b. Does this source agree with my opinion?
c. Who wrote this, and what evidence do they give?
d. How many advertisements are on the page?
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Correct answer: c. Author and evidence are key to credibility. -
(Short Answer) What is one consequence of plagiarism in school?
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Possible answers: getting a low grade, having to redo the work, losing the teacher’s trust, or facing disciplinary action. -
(Multiple Choice) Which sequence best describes a coherent opinion paragraph?
a. Evidence → explanation → claim → random detail
b. Claim → evidence → explanation → evidence → explanation → closing idea
c. Claim → closing idea → explanation → evidence
d. Explanation → evidence → random detail → claim
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Correct answer: b. -
(Short Answer) Why is it important to connect each piece of evidence back to your claim?
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Because this connection shows readers how the evidence proves or supports your main point, making the argument clear and persuasive. -
(Reflection Item) In one or two sentences, explain how using textual evidence changes the way you feel about your own writing.
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Sample: “Using textual evidence makes my writing feel more serious and believable because I can show where my ideas come from, not just rely on my opinions alone.”
🚀 Go Further (optional)
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Evidence Map – Choose a topic you care about and create a “claim and evidence” map showing possible claims in the center and evidence from different sources around them.
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Teacher guidance: Ask learners to use arrows to connect each piece of evidence to the claim it supports. Discuss which claims have strong support and which need more research. -
Source Comparison – Find two sources about the same issue (for example, a news site and a blog). Compare them in a table and rate their credibility.
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Teacher guidance: Provide criteria such as author, date, evidence, and purpose. Help learners see how credibility affects the strength of textual evidence. -
Paragraph Makeover – Take an old opinion paragraph you wrote earlier in the year and revise it by adding at least two pieces of textual evidence and clearer explanations.
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Teacher guidance: Have learners use different colored pens to show what they added or changed (claims, evidence, explanations). Use before-and-after comparisons to highlight growth. -
Quote Bank – Start a notebook page where you collect strong quotations from reliable sources on topics you may write about in the future.
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Teacher guidance: Remind learners to record the source for each quotation. This “bank” can be used in future opinion pieces or research tasks. -
Mini Panel Discussion – With classmates, prepare short opinion statements about a common issue (such as school rules). Each speaker must support their claim using at least one quotation, paraphrase, or summary.
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Teacher guidance: Encourage listeners to identify which method of textual evidence each speaker used. Use the activity to connect speaking skills with the writing strategies from this lesson.
🔗 My Reflection
Notebook prompt:
Imagine that a younger student asks you how to write a “strong” opinion paragraph. In 5–7 sentences, explain the steps you will recommend, from forming a claim to choosing credible sources and adding quotations, paraphrases, or summaries. Mention at least one mistake they should avoid.
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