In addition to examining what op-eds include, you will also want to look at how op-eds respond to a topic. That is, writers of op-eds make one of several moves to provide the structure and organization for the op-ed. I’ve provided you with a handout created by one of my NWP colleagues that I think you will find useful. You’ll want to consider how the examples you read use one of the moves described on the handout from Linda Densteadt. Thinking about these moves and how the writers use them will help you plan how to organize your own op-ed later. The moves are the way the op-ed is organized—where does the writing start and how does it move through the evidence, reasoning, claims, and counterclaims? Where does it end or how does it conclude?
Note: I’ve chosen these op-eds specifically because they do the following things:
Review: As you identified essentials and possibles, you should have noticed that op-eds represent an argument or someone’s stance (claim) on an issue or topic. That is, I hope you noticed that each op-ed responds to an argument (conversation) with its own nuanced claim (thesis) about the topic.
To better see the structure, you will do a closer reading of one of the op-eds that you have already read. Choose one of the op-eds that you read to read more closely. You will complete a blog post that responds to the following reading exercises:
After you’ve taken time to complete the three close reading exercises, write your part 3 blog post for this week. The blog post would reflect on what you learned through the three reading exercises. That is, what can you add to your essentials list for what an op-ed does and includes? What about the rhetorical situation? How does that influence what the writer does?