In both, we first introduce readers to “mentor texts,” from The Times and elsewhere, that help them see how effective claims, evidence and counterclaims function in making a strong argument. We have heard from many teachers over the years that a favorite assignment is to have students each “adopt” a different newspaper columnist, and follow him or her over weeks or months, noting the issues they focus on and the rhetorical strategies they use to make their cases.Finally, if you’re looking for a fun way to practice, we often hear from teachers that our What’s Going On in This Picture? To participate, students must make a claim about what they believe is “going on” in a work of Times photojournalism stripped of its caption, then come up with evidence to support what they say. Throughout, students can compare what they find — and, of course, apply what they learn to their own writing.Tags: In Content Essays AreCritical Thinking Skills TrainingRespect Essay To CopyDark Essay Letter Light Scarlet3000 Word Essay 2 DaysFashion Blogging Dissertation50 Successful Harvard Application EssaysDisagree With Penalty EssayPhysics Research Paper TopicsResearch Paper Service Quality
In the post, we quote a New Yorker article, “The Six Things That Make Stories Go Viral Will Amaze, and Maybe Infuriate, You,” that explains the strategies in a way that students may readily understand: In 350 B.
C., Aristotle was already wondering what could make content — in his case, a speech — persuasive and memorable, so that its ideas would pass from person to person.
The answer, he argued, was three principles: ethos, pathos, and logos.
Content should have an ethical appeal, an emotional appeal, or a logical appeal.
quality=75&auto=webp&disable=upscale"/How would your students describe the differences between the news sections of a newspaper and the opinion section? Bring in a few print copies of a newspaper, whether The Times or a local or school paper, and have your students work in small groups to contrast a news page with an opinion page and see what they discover. We’re interested in everything, if it’s opinionated and we believe our readers will find it worth reading.
Though this piece, “And Now a Word From Op-Ed,” is from 2004, it still provides a useful and quick overview of The Times’s Opinion section, even if the section then was mostly a print product. We are especially interested in finding points of view that are different from those expressed in Times editorials.
Yet what we need most of all isn’t mourning, but action to lower the toll of guns in America.
(From “Preventing Mass Shootings Like the Vegas Strip Attack”)Paragraph B: A gunman on a high floor of a Las Vegas hotel rained a rapid-fire barrage on an outdoor concert festival on Sunday night, leaving at least 59 people dead, injuring 527 others, and sending thousands of terrified survivors fleeing for cover, in one of the deadliest mass shootings in American history.
quality=75&auto=webp&disable=upscale"/How can writing change people’s understanding of the world? In it, we round up the best pieces we’ve published over the years about how to use the riches of The Times’s Opinion section to teach and learn, and we’ve continued to update it to add more.
We’ve sorted the ideas — many of them from teachers — into two sections.