Today you will finally turn your plans into a complete opinion editorial about global inequality in Asia and Africa. Using your prewriting and outline, you will draft an introduction that presents your focused opinion, body paragraphs that use clear evidence, and a conclusion with a strong call to action. As you write, you will connect your ideas to SDG 10 and SDG 16 and think carefully about your target readers. By the end of the lesson, you will hold a solid first draft ready for revision.
🎯 Learning Goals
By the end of the lesson, you will be able to:
- Transform a detailed outline into a full first draft of an opinion editorial on an inequality issue in Asia or Africa.
- Use clear topic sentences, transitions, and evidence to support at least two body paragraphs linked to SDG 10 and SDG 16.
- Apply a short revision checklist to improve clarity, coherence, and tone for your chosen target readers.
🧩 Key Ideas & Terms
- First draft – the first full version of a piece of writing, based on your plan, not yet polished.
- Voice – the unique sound of your writing that shows your attitude and personality.
- Tone – the mood or attitude of your writing toward the topic and readers (for example, hopeful, urgent, respectful).
- Coherence – the quality of having ideas that connect smoothly and logically.
- Transition – a word, phrase, or sentence that links ideas and paragraphs together.
- Counterargument paragraph – a paragraph that presents an opposing view and responds to it.
- Call to action – a clear statement at the end of your editorial that tells readers what you want them to do.
- Reader-friendly language – words and sentences that are clear and appropriate for your target readers.
- Global inequality – unfair differences in power, resources, or opportunities between regions, countries, and groups.
- Focus – the specific part of the global problem that your editorial discusses in depth.
🔄 Quick Recall / Prior Knowledge
Before you start drafting, remind yourself of the planning decisions you made on Days 2 and 3.
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What focused topic and opinion did you decide on for your editorial?
Show Answer
Your answer should name a specific inequality (such as digital access, teacher shortages, or barriers for girls), the group affected, and your clear opinion about what should change and who should act.
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How many main reasons are you planning to use, and what are they?
Show Answer
Most learners will use two or three main reasons, each focusing on one aspect of the inequality (for example, access, quality, and long-term effects on peace and justice).
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Which SDG or SDGs are most closely connected to your topic?
Show Answer
Your editorial should link clearly to SDG 10: Reduced Inequalities, and often also to SDG 16: Peace, Justice and Strong Institutions, depending on your focus.
📖 Explore the Lesson
Use these checkpoints as a drafting guide. Pause to write in your notebook or on a separate sheet before checking the suggested answers.
Checkpoint 1: Drafting an Engaging Introduction
Mini-goal: Turn your introduction plan into a full opening paragraph with a hook, context, and focused opinion.
Your introduction is your readers’ first meeting with your ideas about global inequality. It should be interesting enough to keep them reading and clear enough to help them understand your focus. You already have a three-part plan: hook, context, and opinion. Now you will expand each part into complete sentences.
Start with your hook. If you planned a story, paint the scene in two or three sentences. Show what the learner experiences: the long walk, the dark classroom, or the crowded clinic. If you planned a question, write it so it feels direct, as if you are speaking to your target readers. If you planned a statistic, make sure you include where it comes from and why it matters.
Next, add one or two sentences of context that connect your hook to the bigger picture of global inequality in Asia or Africa. This is where you briefly mention the wider pattern and link it to SDG 10 or SDG 16. Finally, write your focused opinion sentence. Place it at or near the end of the introduction so readers clearly see what position you will defend throughout the editorial.
As you draft, think about your tone. You want to sound serious and respectful, but also hopeful that change is possible. Avoid blaming language that might close readers’ minds before they hear your message. Instead, use firm but respectful words such as “must,” “need to,” and “cannot ignore.”
Mini-summary: A strong introduction combines a vivid hook, brief global context, and a clear focused opinion in a tone that invites readers to keep reading about inequality.
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Does your introduction clearly show what inequality you are writing about and where it happens?
Show Answer
If a reader cannot tell the specific issue (for example, “teacher shortages in rural schools in East Africa”), you may need to add more detail or clarify your wording.
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Where did you place your opinion sentence, and why?
Show Answer
Many writers place the opinion at the end of the introduction so that the hook and context lead naturally into the main claim. Others place it earlier for a stronger direct tone. Either can work as long as the opinion is easy to find.
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Read your introduction aloud. What feeling or tone does it give: urgent, hopeful, angry, or something else?
Show Answer
A good editorial on inequality often balances urgency with respect and hope. If it feels only angry or only weak, you can adjust words to better match your purpose and readers.
Checkpoint 2: Turning a Reason into a Full Body Paragraph
Mini-goal: Use your planning chart to write a complete body paragraph with a topic sentence, explanation, and evidence.
Your planning chart already connects each reason to evidence and an SDG link. Now you will use that chart to draft your first body paragraph. Choose the reason you want to present first. Many writers start with the easiest to understand or the one that introduces the basic problem.
Begin with a clear topic sentence. It should mention both the inequality and the group affected. For example: “First, rural learners are left behind because their schools lack safe buildings and basic learning materials.” After the topic sentence, add two or three sentences that explain the idea in more detail. Imagine that your reader has never seen the situation you describe. What do they need to picture?
Next, bring in your evidence. This might be a statistic, a short story, or a comparison between two schools or communities. Make sure you show how the evidence supports your reason instead of simply dropping it into the paragraph. Use phrases like “This shows that…,” “Because of this…,” or “As a result…” to explain the link.
End the paragraph with a short sentence that connects back to your opinion and to the SDGs. For example, you might say that ignoring unsafe and under-resourced schools keeps your community far from the promises of SDG 10 and SDG 16. This helps readers see how a single paragraph fits the larger global message.
Mini-summary: A strong body paragraph starts with a clear topic sentence, develops the idea with explanation and evidence, and ends by connecting to your overall opinion and global goals.
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Does your topic sentence match the evidence you chose, or do you need to adjust one of them?
Show Answer
If the topic sentence and evidence do not clearly support the same idea, revise either the sentence or your choice of evidence so they fit together logically.
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How did you signal to readers that your evidence is trustworthy?
Show Answer
You might mention the source (“A recent UNICEF report shows that…”), the year, or the kind of study. Even short signals can increase reader trust.
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What transition word or phrase did you use to introduce this body paragraph?
Show Answer
Common transitions include “First,” “To begin with,” or “One serious problem is that…” These help readers feel the flow from the introduction to the body.
Checkpoint 3: Adding a Second Reason and a Counterargument
Mini-goal: Draft a second body paragraph and plan where to place a brief counterargument and response.
Readers are more likely to be persuaded when they see that you have thought about more than one side of an issue. That is why many opinion editorials include at least two reasons and a short counterargument. Your second reason should bring in a new angle, such as long-term effects of inequality or its impact on peace and justice.
Follow the same pattern as in Checkpoint 2: topic sentence, explanation, evidence, and link to SDGs. Make sure this paragraph adds something new rather than repeating the first reason with different words. Ask yourself, “If I removed this paragraph, would my message become weaker?” If the answer is yes, the paragraph is probably important.
Now decide where to place your counterargument. You can include it near the end of one body paragraph or give it a short paragraph of its own. Begin by stating what some people might say, using respectful language: “Some people argue that…” or “Others believe that…” Then write a sentence or two that responds to that view with evidence or reasoning. Show why your opinion still makes more sense.
As you write, keep the tone calm and fair. You are not attacking people; you are carefully examining their ideas. This approach makes your editorial stronger and connects to SDG 16’s emphasis on peaceful, respectful discussion and just decisions.
Mini-summary: A second reason and a brief counterargument with response make your editorial more convincing and show that you have considered different viewpoints on inequality.
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What new angle does your second reason add to your argument?
Show Answer
Your second reason might focus on future consequences, economic impacts, or effects on peace and justice that were not highlighted in the first paragraph.
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How did you introduce your counterargument respectfully?
Show Answer
You might use phrases like “Some people worry that…” or “Others argue that…,” which show you are listening before you respond.
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Does your response to the counterargument return clearly to your original opinion?
Show Answer
A strong response ends by restating your position, often with new evidence or reasoning, so readers are reminded of your main message.
Checkpoint 4: Crafting a Strong Conclusion with a Call to Action
Mini-goal: Draft a conclusion that revisits your hook, restates your message, and invites readers to act.
Your conclusion is the last voice readers hear. It should leave them thinking and ready to respond. Begin by returning to the image or question you used in your introduction. Has anything changed in your description now that readers have seen your evidence? For example, you might imagine how the life of the learner in your hook could improve if your suggestions were followed.
Next, restate your opinion in new words. Avoid repeating your introduction sentence exactly. Instead, sum up your most important reasons in one or two sentences that show how they work together. This reminds readers of the path you guided them along.
Finally, write a clear call to action. Decide who you want to speak to most directly—school leaders, local officials, classmates, or a wider community. Then state what you want them to do, think, or change. Use verbs that communicate urgency but remain realistic: “review,” “fund,” “support,” “listen,” “protect.” Link this action once more to SDG 10 or SDG 16 to show how local steps contribute to global goals.
End with a sentence that leaves a strong picture or feeling. This could be a hopeful vision of what equality might look like or a warning about what will happen if people choose to do nothing.
Mini-summary: A powerful conclusion returns to your opening, restates your main message, connects again to global goals, and finishes with a clear, realistic call to action for your chosen readers.
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How did you reconnect your conclusion to the hook from your introduction?
Show Answer
You may have returned to the same learner, question, or statistic, showing how your suggested actions could change the situation or prevent it from continuing.
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Who is the main audience named in your call to action?
Show Answer
Examples include school administrators, government officials, community organizations, or fellow students. The call to action should clearly address a group that can respond.
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In what words did you link your call to action to SDG 10 or SDG 16?
Show Answer
For instance, you might write that following your suggestion “moves us closer to the promise of SDG 10: Reduced Inequalities and SDG 16: Peace, Justice and Strong Institutions.”
Checkpoint 5: Checking Voice, Clarity, and Coherence
Mini-goal: Read your draft like a reader and make quick improvements to voice, clarity, and flow.
After drafting, pause before polishing every small detail. First, step back and read your editorial as if you are part of your target audience. Ask yourself, “Would I understand this?” “Would I feel respected and invited to act?” If the answer is “not yet,” you can adjust your voice, clarity, and coherence.
For voice, check whether your writing sounds like you—a thoughtful student who cares deeply about equality and peace. Replace very casual slang or very formal phrases if they do not match your readers. Aim for language that is clear, respectful, and confident. For clarity, underline sentences that feel long or confusing. You can split them into two shorter sentences or replace difficult words with clearer ones.
For coherence, look at how your paragraphs connect. Do your transitions show the relationships between ideas? Do you jump suddenly from one point to another? Add or adjust transition words like “however,” “for example,” “as a result,” and “in the end” to guide readers smoothly. Make sure every paragraph still supports your focused opinion and global goals.
Finally, make a short revision checklist in your notebook. Include items like “clear opinion stated,” “each paragraph has a topic sentence,” “evidence explained,” “SDG link included,” and “call to action strong.” Use this checklist now and again later when you revise more deeply.
Mini-summary: Reading your draft like a reader helps you adjust voice, clarity, and coherence so your message about global inequality is strong and easy to follow.
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Which part of your editorial (introduction, body, or conclusion) sounded most like your real voice? Why?
Show Answer
Your answer may mention where you used vivid images, strong verbs, or personal concern for learners affected by inequality.
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What is one sentence you changed to make your meaning clearer?
Show Answer
For example, you might have broken a long sentence into two shorter ones or replaced a vague word like “things” with a specific noun like “resources” or “scholarships.”
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Name one transition you added or improved to help your ideas flow better.
Show Answer
You might have added “In addition,” “On the other hand,” “Because of this,” or another phrase that clearly shows how one idea connects to the next.
💡 Example in Action
These worked examples show parts of a draft opinion editorial on educational inequality. Use them as models, not as text to copy.
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Sample Introduction Paragraph (Shortened)
Task: Identify the hook and opinion.Show Answer
Hook: the opening description of a learner walking before sunrise to reach a dark, crowded classroom. Opinion: the sentence stating that leaders must provide safe, well-resourced rural schools if they are serious about equality and peace.
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Sample Body Topic Sentence
“First, the lack of trained teachers in rural schools means that many learners never receive the quality education promised by our laws.”
Task: Explain why this is a strong topic sentence.Show Answer
It clearly states the problem (lack of trained teachers), names where it happens (rural schools), and links to a value (the promise of quality education), which prepares readers for evidence.
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Sample Evidence and Explanation
Evidence: “In our district, some schools have only one teacher for over sixty students.”
Task: Add an explanation sentence.Show Answer
Example explanation: “With so many learners in one room, it is impossible for that teacher to give enough attention to each student, so many fall behind or leave school early.”
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Sample Counterargument and Response
Counterargument: “Some officials say that improving rural schools will be too expensive.”
Task: Suggest a short response.Show Answer
Sample response: “However, leaving thousands of young people without education is even more costly, because it leads to unemployment, conflict, and wasted talent that our countries urgently need.”
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Sample Call to Action
“We call on our local education leaders to visit the most neglected schools, listen to learners and teachers, and publish a clear plan to fund safe buildings, trained staff, and digital tools within the next three years.”
Task: Explain how this connects to SDG 10 and SDG 16.Show Answer
It supports SDG 10 by demanding fairer access to quality education and SDG 16 by asking leaders to act transparently and justly in improving institutions that serve young people.
📝 Try It Out
Use these tasks to develop and improve your own draft. Write your answers in your notebook.
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Draft your full introduction paragraph using the hook, context, and opinion you planned.
Show Answer
Your introduction should include a clear picture or question, one or two sentences that place the issue within global inequality, and a focused opinion that names who should act and how.
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Write the first body paragraph based on your strongest reason and evidence.
Show Answer
The paragraph should begin with a topic sentence, develop the idea with explanation, include at least one piece of evidence, and end with a link to your opinion and SDGs.
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Draft a second body paragraph that introduces a new reason, not just more examples of the first reason.
Show Answer
The second paragraph should focus on a different aspect of inequality (for example, long-term effects, safety, or access to voice in decisions) and follow the same structure as the first.
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Add a short counterargument and response within one of your body paragraphs or in a separate small paragraph.
Show Answer
Your counterargument should begin with a phrase like “Some people argue that…” and your response should show respectfully why your opinion still makes more sense.
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Draft your conclusion paragraph, including a call to action.
Show Answer
The conclusion should return to the hook or main image, restate the heart of your opinion, and end by clearly asking a specific group to take realistic steps connected to SDG 10 or SDG 16.
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Underline all transition words and phrases in your draft.
Show Answer
You should see transitions between paragraphs (for example, “First,” “Another reason”) and within paragraphs (for example, “for example,” “as a result”). Add more if the flow still feels jumpy.
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Circle your opinion statement and check whether every body paragraph clearly supports it.
Show Answer
If any paragraph seems unrelated, you may need to remove or revise it so the whole editorial continues to defend the same focused opinion.
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On a separate line, list three words or phrases you used that make your tone respectful yet firm.
Show Answer
Examples might include “must,” “need to,” “cannot ignore,” “it is time to,” or phrases that invite cooperation rather than blame.
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Swap drafts (or imagine a peer) and write one sentence of feedback you would give as a reader.
Show Answer
Your feedback sentence should be specific, such as “Your hook is powerful, but I want more details about how your suggestion will be carried out.”
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Using your revision checklist, mark at least three places in your draft that you will improve after this lesson.
Show Answer
You might plan to strengthen a topic sentence, add a statistic, clarify an SDG link, or make your call to action more precise.
✅ Check Yourself
Use this self-check to see how well you understand drafting an opinion editorial on global inequality.
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Multiple-choice: Which element should always appear in the introduction of an opinion editorial?
a) A long list of statistics
b) A focused opinion about the issue
c) The full call to action
d) A personal biographyShow Answer
The correct answer is b).
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Short answer: Why is it important for each body paragraph to have only one main reason?
Show Answer
Because focusing on one reason per paragraph keeps your writing clear and allows you to explain and support each point fully without confusion.
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Multiple-choice: Which of the following best shows a respectful counterargument?
a) “Only ignorant people disagree with this.”
b) “Some people worry that funding rural schools will cost too much.”
c) “Everyone who disagrees is wrong.”
d) “People who think this are lazy.”Show Answer
The correct answer is b).
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Short answer: What is one way you can show that a statistic in your editorial comes from a trustworthy source?
Show Answer
You can mention the organization or report that produced it and, if possible, the year it was published.
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Multiple-choice: Which sentence is the best example of a call to action?
a) “These problems are very sad.”
b) “Someone should do something about this.”
c) “We urge our local government to prioritize safe, well-resourced rural schools in the next budget.”
d) “I hope things change.”Show Answer
The correct answer is c).
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Short answer: How does linking your editorial to SDG 10 or SDG 16 strengthen your message?
Show Answer
It shows that your local issue is part of a recognized global commitment, which can make your argument more serious and persuasive.
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Multiple-choice: Which pair of words best describes the tone you should usually aim for in an editorial on inequality?
a) Rude and sarcastic
b) Calm and hopeless
c) Respectful and determined
d) Confused and humorousShow Answer
The correct answer is c).
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Short answer: Why is it useful to read your draft aloud?
Show Answer
Reading aloud helps you hear awkward sentences, missing words, or sudden jumps in ideas that you might not notice when reading silently.
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Multiple-choice: What is the main purpose of transition words in your editorial?
a) To make the text longer
b) To impress readers with big words
c) To connect ideas and help readers follow your argument
d) To repeat the same idea many timesShow Answer
The correct answer is c).
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Short answer: Write one transition phrase that could introduce a counterargument.
Show Answer
Examples: “Some people argue that…,” “Others believe that…,” or “A common objection is that…”.
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Multiple-choice: Which part of the editorial is most responsible for leaving readers with a clear memory of your message?
a) The middle of the first body paragraph
b) The conclusion
c) The list of sources
d) The title onlyShow Answer
The correct answer is b).
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Short answer: What is one way your editorial can support SDG 16 even if your main topic is education?
Show Answer
By showing how fair, inclusive education helps build peaceful, just societies where young people can participate in decisions and feel that institutions treat them fairly.
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Multiple-choice: Which sentence shows coherence between two ideas?
a) “Schools are important. I like music.”
b) “Rural schools lack libraries. Therefore, many learners struggle to practice reading at home.”
c) “I woke up late. Inequality is bad.”
d) “There are many problems. That is all.”Show Answer
The correct answer is b).
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Short answer: Name one thing you will focus on when revising your draft after this lesson.
Show Answer
Your answer might mention strengthening your hook, adding a clearer SDG connection, sharpening a topic sentence, or making your call to action more specific.
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Reflection check: In one or two sentences, explain how drafting changed your understanding of your chosen inequality topic.
Show Answer
Sample answer: “While drafting, I realized how many small decisions and voices are involved in global inequality. Writing about it made me see the connections between local schools and worldwide goals more clearly.”
🚀 Go Further
Use these extension activities if you want to keep developing your editorial or support learners who are ready for more challenge.
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Highlight all sentences in your draft that mention SDG 10 or SDG 16 and expand one of them into a richer explanation.
Show Answer
Teacher guidance: Encourage learners to add a short explanation of the chosen SDG and link it directly to their local example, moving beyond simple name-dropping.
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Rewrite your introduction from a different angle (for example, start with a question instead of a story) and compare the two versions.
Show Answer
Teacher guidance: Ask learners to discuss which version feels more persuasive for their target readers and why.
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Choose one paragraph and revise it to make the language more concise while keeping the same meaning.
Show Answer
Teacher guidance: Focus on removing repeated words, replacing vague nouns, and shortening overly long sentences without losing important details.
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Create a one-paragraph “summary editorial” that captures the heart of your message in 120–150 words.
Show Answer
Teacher guidance: Use this as a way to check whether learners can identify the most essential ideas and present them clearly for a broad audience.
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Prepare a short spoken version of your editorial and practice delivering it to a small group.
Show Answer
Teacher guidance: Support learners in using clear voice, pacing, and emphasis, and invite listeners to share one action they might take after hearing the message.
🔗 My Reflection
Notebook task: In 7–9 sentences, reflect honestly on your experience of drafting this opinion editorial.
- Which part of your draft are you most proud of, and why?
- Which part still feels weak or unclear, and what will you do to improve it?
- How has writing about global inequality in Asia and Africa changed the way you see yourself as a writer and as a member of the global community?
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