Today you will bring together your thesis, arguments, and evidence by shaping a clear outline and a powerful title for your opinion editorial. You will explore how a good title reflects your viewpoint and how an outline arranges ideas into a logical path from introduction to conclusion. By practising with models and planning your own sections, you will learn to guide readers smoothly through your message. By the end, you will have a working title and a detailed outline ready for drafting your editorial.
🎯 Learning Goals
By the end of the lesson, you will be able to:
- Explain how a strong title and clear outline work together to highlight the thesis and purpose of an opinion editorial on a global issue.
- Evaluate and improve sample editorial titles and outlines by checking for focus, clarity, and alignment with the thesis and arguments.
- Create a detailed outline for your own opinion editorial, including a working title, introduction plan, at least two argument-based body sections, and a conclusion with a call to action.
🧩 Key Ideas & Terms
- Working title – a first version of a title that can change as you develop your editorial.
- Outline – a written plan that shows the order of sections and main points in your editorial.
- Section heading – a short label used in an outline to name each major part (introduction, body argument 1, etc.).
- Subpoint – a smaller idea or detail that supports a main point in the outline.
- Hierarchy – the way main points and subpoints are arranged to show which ideas are bigger or smaller.
- Parallel structure – using similar grammar patterns for items in a list or outline to make them clear and balanced.
- Focus – the clear direction of your editorial that stays close to the thesis and chosen arguments.
- Hook – the sentence or idea in the introduction that grabs the reader’s attention.
- Call to action – a strong statement at the end that tells readers what you want them to do or support.
- Target audience – the specific group of readers you most want to influence with your editorial.
🔄 Quick Recall / Prior Knowledge
Use these questions to connect today’s work on titles and outlines with your thesis and arguments from Days 1 and 2.
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Write your current thesis statement for your chosen global issue (for example, plastic pollution, climate change, or global health).
Show Answer
Your thesis should clearly state your opinion, name the issue, and show who should act or what should change, such as “Local and national leaders must reduce single-use plastics and improve waste systems to protect oceans and coastal communities.”
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List the titles you have already tried or thought of for your editorial. Which one fits your thesis best so far?
Show Answer
The best title so far will usually be short, clear, and closely connected to your thesis, hinting at both the issue and your opinion (for example, “Stop the Plastic Flood Now”).
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Name at least two main arguments you planned on Day 2 that support your thesis.
Show Answer
Your arguments might focus on effects on people, damage to nature, or long-term risks. For example, “Plastic pollution destroys marine ecosystems” and “Plastic waste harms human health and local economies.”
📖 Explore the Lesson
Move through each checkpoint in order. Use your notebook to draft titles, outline sections, and notes for your own editorial before checking the suggested answers.
Checkpoint 1: What Makes a Title Powerful?
Mini-goal: Recognize the qualities of a clear, persuasive title for an opinion editorial.
A title is often the first thing readers see, and sometimes it is the only thing they see. Before your words reach their eyes, your title reaches their mind and asks them a question: “Is this worth my time?” A powerful title gives a quick preview of the topic, hints at your opinion, and invites the reader to think or feel something. It does not need to be long or complicated, but it should be carefully chosen.
Look at these three possible titles for an editorial about plastic pollution: “Plastic,” “Plastic is Bad,” and “Stop the Plastic Flood in Our Seas.” The first title is too short and too general; it could be about anything. The second title is clearer but still weak; it sounds like a simple opinion. The third title is stronger because it uses a strong verb (“Stop”), names the problem (“plastic flood”), and shows where it happens (“our seas”). It suggests urgency and focus.
Powerful titles also match the target audience. A title meant for local government officials might be more formal than a title meant for youth on social media. Formal does not mean boring; it simply means that the tone and word choice fit the people you are writing to. When your title fits your audience, readers feel that the editorial is truly talking to them.
Finally, a good title should connect clearly to your thesis. If your thesis is about health effects, but your title only mentions animals, readers may be surprised or confused. The title does not have to include every detail, but it should point in the same direction as your main message.
Mini-summary: A strong title is short, focused, and audience-aware; it hints at your opinion and points in the same direction as your thesis.
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Look at your current thesis. Write two different titles: one more formal and one more emotional. Which feels closer to your target audience?
Show Answer
For example, formal: “Strengthen Plastic Waste Policies to Protect Our Coasts.” Emotional: “Stop Drowning Our Seas in Plastic.” The better choice depends on whether you are mainly addressing leaders or the wider public.
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Why might a title like “Global Problems Today” be too weak for your editorial?
Show Answer
It is too broad and does not tell readers which problem you will discuss or what opinion you hold, so it does not attract the right audience.
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In your notebook, write one sentence that explains how your chosen title connects to your thesis.
Show Answer
Sample: “My title mentions ‘plastic flood in our seas,’ which matches my thesis about reducing plastic pollution in oceans through stronger laws and better waste systems.”
Checkpoint 2: Seeing the Shape of an Editorial Outline
Mini-goal: Understand the basic structure of an outline and how it organises your ideas.
An outline is like a map of your editorial before you start the journey of drafting. It shows the main stops along the way and the order in which you will visit them. Instead of writing full paragraphs, you use short notes, phrases, or bullet points to mark what each part will do. A clear outline keeps you focused on your thesis and prevents you from wandering away from your arguments.
A simple outline for an editorial on plastic pollution might look like this:
- I. Introduction – hook (short scene on a polluted beach), context (global plastic crisis), thesis statement.
- II. Argument 1 – plastic harms marine life and ecosystems; evidence and explanation.
- III. Argument 2 – plastic affects human health and local economies; evidence and explanation.
- IV. Counterargument – “plastic is cheap and convenient”; response with reasons and evidence.
- V. Conclusion – summary, restated thesis, call to action.
This outline is a hierarchy of ideas: the Roman numerals show the big sections, and under each you can add small subpoints. For example, under “Argument 1,” you might list “dead turtles, damaged coral reefs, statistics on marine animals,” and under “Argument 2,” you might list “health experts’ warnings, examples of flooded drainage systems, cost of cleanup.”
When you see your ideas arranged in this way, it becomes easier to check whether anything is missing or repeated. You can also move pieces up or down without erasing a whole page. This saves time and makes drafting feel more like following a plan than fighting a mess of thoughts.
Mini-summary: An outline shows the main sections and subpoints of your editorial in order, helping you keep your ideas organised and close to your thesis.
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Looking at the sample outline, which section do you think will be the longest, and why?
Show Answer
The body sections (Arguments 1 and 2, plus counterargument) will usually be the longest because they contain most of the explanation and evidence.
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In your notebook, copy the basic structure (I–V) and write one word or phrase for each section based on your own topic.
Show Answer
Your outline might say, for example, “I. Climate hook, II. Health effects, III. Economic effects, IV. Counterargument about cost, V. Call to cut emissions now.”
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How can an outline help you if you get stuck while drafting a paragraph?
Show Answer
You can look back at the outline to see what the paragraph is supposed to do and which evidence you planned to use, so you can restart without changing your main plan.
Checkpoint 3: Using Parallel Structure in Your Outline
Mini-goal: Practise writing clear, balanced outline points that are easy to follow.
Sometimes, outlines can look messy and hard to read if each line is written in a completely different way. Parallel structure means using similar grammar patterns for items in a list or outline. This makes your plan clearer and helps you spot whether your points are balanced. For example, compare these two sets of subpoints:
Set A: “Dead turtles,” “Coral reefs are damaged,” “The fish are eating plastic.” Set B: “Killing turtles,” “Destroying coral reefs,” “Poisoning fish with plastic.” Both sets talk about similar ideas, but Set B uses the same verb pattern (“-ing” form) for each point, making it easier to scan.
Parallel structure also shows you whether your arguments are at the same “size.” If one outline point says “Health effects on children” and another says “The whole history of plastic in the world,” your outline might not be balanced. You may need to narrow or expand some points so they feel more equal.
When you write subpoints for your arguments, try using similar starters. For a climate change editorial, you might use, “Damaging crops,” “Flooding homes,” “Raising sea levels.” For a global health editorial, you might list, “Spreading disease faster,” “Overloading hospitals,” “Limiting access to safe treatment.” These patterns help you see whether each bullet truly supports the main point.
Mini-summary: Parallel structure in your outline makes your points clearer, more balanced, and easier to turn into strong, focused paragraphs.
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Look at three subpoints under one of your arguments. Do they use a similar pattern (all phrases, all -ing verbs, all short sentences)? If not, revise them.
Show Answer
After revision, your subpoints might all start with verbs (“Harming…,” “Limiting…,” “Pushing…”) or all use short noun phrases (“Health costs,” “Lost jobs,” “Damaged homes”).
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Why can parallel structure make the drafting stage faster?
Show Answer
Because each subpoint already looks like the start of a sentence or idea, you can quickly expand it into a full sentence without rethinking the structure every time.
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In your notebook, rewrite this non-parallel list to make it parallel: “Children get sick,” “polluted rivers,” “making it hard to breathe.”
Show Answer
Possible answer: “Making children sick,” “Polluting rivers,” “Making it hard to breathe.” Now all three start with “-ing” verbs and match better.
Checkpoint 4: Connecting Title, Outline, and Audience
Mini-goal: Check that your title and outline fit your thesis and target readers.
So far, you have looked at titles and outlines separately. Now it is time to check whether they work together. Imagine that your editorial is a journey: the title is the road sign, the introduction is the starting point, the body paragraphs are the steps along the road, and the conclusion is the destination. If the sign and the road do not match, travellers will be confused or frustrated.
Take a moment to read your working title, thesis statement, and outline all in one sitting. Ask yourself: “If someone reads my title, will they expect this kind of journey?” For example, if your title is “Ban Single-Use Plastics to Save Our Seas,” but half your outline is about air pollution from factories, there is a mismatch. You may need to adjust the title or tighten your outline so that both focus clearly on oceans.
Also think about your target audience. If you are mainly addressing classmates, you might include more school-based examples, youth actions, and everyday choices. If you are speaking to local officials, you may include more policy ideas, community data, and formal language. Both your title and outline should reflect these choices. A title like “Dear Mayor, Our Rivers Need You” signals a very different audience than “Let’s Clean Up Our Rivers Together.”
Finally, make sure your call to action at the end of the outline fits the audience and promises in the title. Readers should feel that, by the time they reach the conclusion, they have been prepared to respond to the action you suggest.
Mini-summary: A strong editorial keeps the title, thesis, outline, and target audience aligned so that readers experience a clear, honest, and purposeful journey.
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Read your title, thesis, and outline together. Write one sentence about how they match well and one sentence about something you may need to adjust.
Show Answer
You might write, “They all focus on plastic in oceans,” and, “I need to remove one paragraph about air pollution that does not fit this focus.”
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Who is your main target audience, and how does your title show this?
Show Answer
For example, “My audience is local leaders; my title uses formal language and mentions ‘policies’ or ‘budget decisions,’ which speaks directly to them.”
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In your outline, underline or mark your call to action. Does it ask your audience to do something that they can realistically do?
Show Answer
If your call to action asks ordinary students to change international law alone, it may not be realistic; you could adjust it to “support campaigns,” “reduce personal waste,” or “write letters to leaders.”
Checkpoint 5: Drafting Your Own Detailed Outline
Mini-goal: Create a full outline for your editorial, ready for drafting on Day 4.
You are now ready to design a detailed outline for your own opinion editorial on a global issue. This outline will be the bridge between planning and full drafting. You have your thesis, arguments, and evidence ideas from earlier lessons; now you will choose the order and shape the path your readers will follow.
In your notebook, create an outline with at least five main sections:
I. Introduction – hook idea, short global context, thesis statement.
II. Argument 1 – main point, two or three subpoints, evidence ideas.
III. Argument 2 – main point, two or three subpoints, evidence ideas.
IV. Possible counterargument and response – what others might say and why your view still stands.
V. Conclusion – summary of arguments, restated thesis, call to action.
Under each Roman numeral, add bullet points or short phrases using parallel structure where possible. For example, under Argument 1, your subpoints might be “Harming marine animals,” “Reducing fish populations,” “Risking coastal jobs.” Under Argument 2, you might write “Making people sick,” “Blocking drainage systems,” “Increasing cleanup costs.” These brief notes will later expand into topic sentences, explanation, and evidence.
At the top of the outline, write your working title. You may still change it later, but having a title in place reminds you of your focus and audience as you plan each section. As a final step, reread the whole outline from top to bottom and imagine your reader walking through it. Does the path make sense? Are any jumps too sudden? If so, add or move subpoints until the flow feels natural.
Mini-summary: A detailed outline with a working title, clear sections, and parallel subpoints gives you a strong, flexible plan for drafting your opinion editorial in the next lesson.
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Which section of your outline (introduction, arguments, counterargument, conclusion) feels strongest right now? Why?
Show Answer
You might feel strongest about the arguments because you planned evidence for them on Day 2, or about the conclusion because your call to action is clear and connected to your thesis.
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Which section feels weakest or emptiest, and what will you do to improve it?
Show Answer
You may decide to add more subpoints, find another piece of evidence, or clarify the link between that section and your thesis so it plays a clearer role.
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In one or two sentences, describe how your outline today will help you feel more confident when you start drafting tomorrow.
Show Answer
For example: “My outline shows me exactly what each paragraph should do and which evidence to use, so drafting will feel less scary and more like filling in a structure I already understand.”
💡 Example in Action
Study these worked examples of titles and outlines for an editorial on plastic pollution. Use them as models to inspire your own planning.
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Comparing Titles
A. “Plastic Pollution”
B. “Stop the Plastic Flood in Our Seas”
Task: Which title is stronger, and why?Show Answer
Title B is stronger because it uses an action verb (“Stop”), a clear image (“plastic flood”), and a specific place (“our seas”). It feels urgent and connected to a clear opinion, while Title A is too general.
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Sample Outline for an Editorial on Plastic Pollution
Task: Identify thesis, arguments, and call to action in this outline snippet:
I. Introduction – hook (scene of polluted beach), context (global plastic crisis), thesis: “Leaders and citizens must cut single-use plastics and improve waste systems to protect oceans and coastal communities.”
II. Argument 1 – plastic harms marine life and ecosystems; evidence: statistics on animals affected, expert quotes.
III. Argument 2 – plastic harms human health and local economies; evidence: reports on health problems, cleanup costs.
V. Conclusion – restate thesis, call to action for leaders and citizens.Show Answer
The thesis appears in the introduction. Arguments 1 and 2 form the body sections. The call to action appears in the conclusion, where leaders and citizens are asked to act together.
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Improving Parallel Structure
Non-parallel list: “Hurting animals,” “pollution in rivers,” “people can get sick.”
Task: Rewrite this list using parallel structure.Show Answer
Possible answer: “Hurting animals,” “Polluting rivers,” “Making people sick.” Now all three start with “-ing” verbs, making the outline clearer and more balanced.
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Matching Title and Outline
Title: “Ban Single-Use Plastics to Save Our Seas”
Outline section: Argument 2 – “Plastic burning in landfills harms air quality in big cities.”
Task: Explain the problem with this mismatch.Show Answer
The title focuses on seas and oceans, but this argument focuses on air in big cities. Unless the writer explains the connection, this may feel off-topic. Either the title or the outline should be adjusted to match better.
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Example of a Detailed Outline Section
Argument 1: “Plastic waste destroys marine life.”
Subpoints:
– Killing turtles that swallow plastic bags
– Damaging coral reefs with plastic nets
– Reducing fish populations that people depend on
Task: Explain why this is a good set of subpoints.Show Answer
These subpoints are parallel, specific, and clearly connected to marine life and human impact. Together, they provide a strong base for a body paragraph with vivid examples and evidence.
📝 Try It Out
Use these tasks to shape and test your own title and outline. Work in your notebook first, then compare with the suggested answers.
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Write three possible titles for your editorial: one action-based, one question, and one benefit-based.
Show Answer
For example: action – “Cut Plastic Waste Now,” question – “Will We Let Our Seas Choke on Plastic?”, benefit – “Cleaner Oceans, Healthier Communities.”
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Choose the title that best fits your thesis and target audience. Explain your choice in one or two sentences.
Show Answer
You should explain how the title shows your main opinion and how its language matches your readers (for example, direct and urgent for youth, formal and specific for leaders).
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Create a basic five-part outline (I–V) for your editorial and write a short note under each part.
Show Answer
Your notes might say: I. “Hook + thesis,” II. “Reason 1: harm to nature,” III. “Reason 2: harm to people,” IV. “Counterargument + response,” V. “Summary + call to action.”
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Add at least two subpoints under Argument 1 and two under Argument 2 using parallel structure.
Show Answer
Example: Argument 1 subpoints – “Killing marine animals,” “Polluting beaches.” Argument 2 subpoints – “Making children sick,” “Threatening local jobs.”
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Under your conclusion section, write a sample call to action linked to your target readers.
Show Answer
For instance, “We call on our school and city leaders to reduce single-use plastics in all events and invest in community recycling programs.”
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Check your outline: Is there any section that does not clearly support your thesis? If yes, mark it and write how you will change it.
Show Answer
You might discover a subpoint that is interesting but off-topic. You could cut it or move it to a more suitable section, or adjust the wording to match your thesis.
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Rewrite at least one set of subpoints to make the grammar parallel and clear.
Show Answer
After revision, your list should have matching verb forms or phrase types, such as all “-ing” verbs or all short noun phrases.
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On a new page, copy your final working title and full outline neatly. This will be your drafting guide for Day 4.
Show Answer
Your neat outline should be easy to read and use later, with each section and subpoint clearly labeled and spaced.
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Circle the section of your outline you think will be easiest to draft and star the section that feels hardest. Write one sentence explaining each choice.
Show Answer
Your reasons might mention where you already have strong evidence or where your ideas still feel unclear; this helps you plan where to ask for help or spend more time.
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Write a short “promise to the reader” in one or two sentences that sums up what your editorial will deliver when finished.
Show Answer
Example: “My editorial will show how plastic pollution harms both oceans and people, and it will urge local leaders and citizens to reduce single-use plastics and improve waste systems.”
✅ Check Yourself
Answer these items to check how well you understand titles and outlines for opinion editorials.
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Multiple-choice: Which title best shows a clear opinion about plastic pollution?
a) “Plastic and the World”
b) “Is Plastic Everywhere?”
c) “Reduce Single-Use Plastics to Protect Our Seas”
d) “Some Thoughts on Plastic”Show Answer
The correct answer is c), because it includes a clear action (“reduce single-use plastics”) and a purpose (“protect our seas”).
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Short answer: What is one reason a title should match the thesis and outline of your editorial?
Show Answer
Because the title promises readers a certain topic and point of view; if the inside does not match, they may feel misled or confused.
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Multiple-choice: What is the main purpose of an outline?
a) To replace the editorial so you never write it
b) To organise your ideas and show the order of sections before drafting
c) To decorate your notebook with Roman numerals
d) To list every fact you know about the topicShow Answer
The correct answer is b).
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Short answer: What does “parallel structure” mean in an outline?
Show Answer
It means writing items in a list or outline using similar grammar patterns so the points are clear and balanced.
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Multiple-choice: Which set of subpoints uses parallel structure?
a) “Harming animals,” “People get sick,” “Floods in streets”
b) “Harming animals,” “Sick people,” “Flooding streets”
c) “Harming animals,” “Making people sick,” “Flooding streets”
d) “Harming animals,” “People are sick,” “Streets full of water”Show Answer
The best answer is c), because all three items start with “-ing” verbs, making them parallel.
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Short answer: Why is it helpful to include a counterargument in your outline?
Show Answer
It reminds you to consider and respectfully answer other views, which can make your editorial more balanced and convincing.
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Multiple-choice: Which section would most likely contain your call to action?
a) Introduction
b) Argument 1
c) Argument 2
d) ConclusionShow Answer
The correct answer is d), the conclusion.
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Short answer: Give one reason you might change your working title later, after drafting.
Show Answer
You might discover that your focus has shifted slightly or that a new title describes your final message more clearly and powerfully.
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Multiple-choice: Which outline looks best for a short Grade 8 editorial?
a) Ten arguments with no evidence
b) One long introduction and no body paragraphs
c) Introduction, two strong arguments, one counterargument, conclusion
d) Only a conclusionShow Answer
The best answer is c), which provides a balanced and manageable structure.
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Short answer: What is one way to show your target audience in your title?
Show Answer
You can use words that speak directly to them (like “Dear Leaders” or “Students, Let’s Act”) or mention places and problems that affect them.
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Multiple-choice: Which pair of words best describes the tone your title and outline should aim for?
a) Confusing and angry
b) Clear and purposeful
c) Secretive and vague
d) Silly and randomShow Answer
The correct answer is b), clear and purposeful.
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Short answer: Why should you read your outline from top to bottom before drafting?
Show Answer
To check that the order of ideas makes sense, that each part supports the thesis, and that there are no big jumps or repeats.
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Multiple-choice: If you notice that one argument has no evidence in your outline, what should you probably do?
a) Ignore it and hope readers will not notice
b) Remove the argument or find evidence for it
c) Put it in the conclusion anyway
d) Use it as your titleShow Answer
The best answer is b), because every argument should be supported by evidence or replaced.
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Short answer: Write one transition phrase you might use to move from Argument 1 to Argument 2 in your editorial.
Show Answer
Examples: “Another serious effect is that…”, “Beyond harming nature, plastic also…”, or “In addition to damaging the environment, this issue affects people’s health.”
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Reflection check: In one or two sentences, describe how planning a detailed outline today changed how you feel about writing your full editorial tomorrow.
Show Answer
Your answer might say that drafting now feels clearer and less stressful because you can follow a plan, or that you discovered which parts need more thinking before you start writing.
🚀 Go Further
Use these extension activities to deepen your skills or support learners who are ready for more challenge.
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Find a short opinion piece (with your teacher’s guidance) and create an outline based on what you read. Compare it with your own outline.
Show Answer
Teacher guidance: Ask learners to label the introduction, arguments, counterargument, and conclusion in the real text, then notice similarities and differences with their outlines.
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Experiment with three new working titles for your editorial and ask a partner which one makes them most interested in reading.
Show Answer
Teacher guidance: Encourage learners to collect quick “first impression” feedback and to choose titles based on clarity and impact, not just creativity.
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Turn your outline into a set of numbered speaking notes and practise presenting your editorial plan aloud in two minutes.
Show Answer
Teacher guidance: Use this as rehearsal for the ideas before writing, focusing on logical order and clear transitions rather than on perfect wording.
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Create a visual organiser (such as a flowchart or concept map) that shows how your title, thesis, arguments, and call to action connect.
Show Answer
Teacher guidance: Visual organisers can help learners who think in pictures to see relationships between ideas and check for missing or repeated points.
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Design a “Title and Outline Check Card” with quick questions (for example, “Does my title match my thesis?” “Does each argument have evidence?”) to use for future writing tasks.
Show Answer
Teacher guidance: Invite learners to keep these cards in their notebooks and reuse them whenever they plan new opinion pieces or essays.
🔗 My Reflection
Notebook task: In 6–8 sentences, reflect on how titles and outlines support your writing.
- How did working on your title change the way you see your thesis and target audience?
- Which part of your outline are you most confident about, and which part still worries you?
- What is one promise you will make to yourself as a writer before you begin drafting your full opinion editorial in the next lesson?
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