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E9 E - Write an evidence-based opinion text

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E9 E - Write an evidence-based opinion text

Mini-Beschreibung: Write a short, structured opinion text. Use selected information from provided materials as support, explain why the information matters and keep the wording your own.

Level: English as a first foreign language, Klasse 9, E-Niveau, Baden-Württemberg. You work mostly independently with age-appropriate authentic media, compare perspectives, check sources and revise your own text.

Einleitung

Wikimedia Commons, CC BY-SA 4.0. Use the image actively: What is the person checking before trusting a claim?

Media start – 30 seconds: Look at the image. Say one sentence in English: Before I use information, I should check ...

An evidence-based opinion text gives your view and supports it with selected information from materials. You do not copy whole phrases. You select, paraphrase, connect and explain.

Learning route: English first → understand → respond → ask → hint → improve → use again.

I can ...

I can identify a claim, evidence and reasoning.
I can select relevant information from two or more materials.
I can paraphrase information instead of copying it.
I can compare perspectives and include another point of view.
I can write and revise a coherent opinion text of about 140–180 words.
I can check whether a source is relevant, clear and trustworthy enough for my task.

Vorwissen – Quick start

Read these two sentences:

A: Recorded presentations are better because I like them.

B: Recorded presentations can be useful because students can repeat unclear parts before submitting their work.

Think: Which sentence gives a clearer reason? What extra evidence would make it stronger?

Do not translate every word. Use context first. Ask about single words only when you need them.

Listening and Viewing: What makes an argument?

Before watching: Predict three words you expect to hear.

While watching:

Write down the speaker's meaning of argument.
Note two kinds of support a writer can use.
Stop once and say: The writer needs evidence because ...

After watching: Give a 30-second response without reading a script.

Reading: Claim – Evidence – Reasoning

Wikimedia Commons, CC BY-SA 4.0. Use the image as a reminder: evidence needs a reasoning link.

A useful pattern is:

Claim → Evidence → Reasoning

Claim: your answer to the question.

Evidence: selected information from a material.

Reasoning: your explanation of how that information supports your claim.

Mini-model:

Live presentations can be useful for classroom projects. In Material A, more students chose live talks than recordings. This supports the idea because live talks give the class a shared moment and allow immediate questions.

Notice: the information is paraphrased. The writer does not copy a source sentence.

Practice material pack

Training note: All names and class data below are fictional and created only for this learning task. They are not real-world research findings.

Question: For a class project, which format shows learning more clearly: a live presentation or a short private recording?

Material A – fictional class poll

60 students answered one question:

34 preferred a live presentation.
18 preferred a short recording.
8 had no preference.

Material B – task sheet

Live option: 3-minute talk + one audience question.

Recorded option: 3-minute private recording + a short written reflection.

Both options use the same content criteria.

Material C – fictional student voice

Maya, 14: A recording lets me repeat an unclear part, but editing can take extra time.

Material D – fictional student voice

Jonah, 15: I prefer speaking live because I can answer questions immediately, but I need more practice before I start.

Your first decision: Choose only the information that helps your own line of argument. More material does not automatically mean a better text.

Reading strategy: Select, do not collect

Wikimedia Commons, CC BY 4.0. Use the image to discuss why finding information and evaluating information are different skills.

For each material, ask:

Relevant? Does it help answer my exact question?
Clear? Do I understand what the information actually says?
Source? Who created it and for what purpose?
Enough? Is this one perspective, a small sample or stronger evidence?
Cross-check? Would another source or perspective change my conclusion?

A class poll can show what that class prefers. It cannot automatically prove what all teenagers prefer.

Viewing: Check the source before you use it

Viewing task: Write four keywords only.

Then answer: What makes a source worth trusting for this task?

Ask-back: If your partner says This source is good, ask: Good for which claim?

Kontextwortschatz

Word or chunk	Meaning from context	Use it
claim	the main point you want to support	My claim is that ...
evidence	information that supports a point	The evidence shows ...
source	where information comes from	According to the source ...
relevant	directly useful for the question	This detail is relevant because ...
reliable	trustworthy enough for the purpose	The source seems reliable because ...
suggests	shows a possible conclusion, not absolute proof	The poll suggests that ...
however	introduces a contrast	However, another perspective is ...
whereas	compares two different points	A live talk is immediate, whereas a recording can be repeated.
therefore	introduces a result or conclusion	Therefore, I would choose ...

Use again: Pick three chunks and use them in your own 45-second spoken answer.

Aussprache und Fluency

Focus on meaning groups, not accent imitation.

Read this aloud:

In my view / a live presentation can show learning clearly / because the audience can ask questions immediately. / However / a recording gives the speaker more control.

Fluency targets:

Pause at idea boundaries.
Stress content words such as presentation, learning, questions and control.
Keep speaking after a small mistake. Repair it if the meaning becomes unclear.

Recording yourself is optional. If you record, keep it private or on a school-approved system. Do not upload it publicly unless this is explicitly required and approved.

Speaking: Build the argument before writing

Round 1 – 60 seconds: State your view and use one material.

Round 2 – spontaneous question: Your partner asks one of these:

Which material supports that?
Why is that evidence relevant?
What would someone on the other side say?
Would your view change with different evidence?

Round 3 – improve: Answer again with one clearer reason and one linking word.

Writing: A short evidence-based opinion text

Wikimedia Commons, CC BY-SA 4.0. Do not copy the whole structure. Use it to notice that strong arguments are organised.

Target length: about 140–180 words.

Task: Answer the question from the practice material pack. Use at least two materials. Include one different perspective. Paraphrase instead of copying.

A simple structure:

Opening + position: Answer the question clearly.
Reason + evidence + explanation: Use one selected material and explain the link.
Second perspective: Add a contrast, limitation or counterpoint.
Conclusion: Return to your position without repeating the opening word for word.

Useful sentence frames:

In my view, ...

Material A suggests that ...

This matters because ...

A different perspective is ...

Although ... , I think ...

Overall, the stronger option for this task is ... because ...

Functional grammar: Grammar that helps your argument

Cause and result: because, so, therefore

Contrast: but, however, although, whereas

Careful claims: can, may, seems, suggests

Comparison: more useful than, less practical than, as clear as

Example: The poll suggests that live talks are more popular in this fictional class. However, popularity does not prove that they are better for every learner.

Avoid absolute claims such as This proves that everyone ... when the evidence is limited.

Use evidence without copying

Watch for: How can an example support a point?

Paraphrase move:

Source idea: 34 of 60 students preferred a live presentation.

Weak copy: 34 of 60 students preferred a live presentation.

Better integration: In the fictional poll, live talks were chosen by more than half of the group.

Then add your own reasoning: This is relevant because the task includes interaction with an audience.

Keep numbers exact if you use them. Change the wording, not the data.

Compare perspectives

A counterpoint does not weaken your text automatically. It can show that you understand the issue.

Model: A recording can reduce pressure because a speaker can try again. However, the live option fits this task well because students also have to respond to a question.

Your turn: Use one idea from Material C or D, then respond to it fairly.

Mediation: Purpose before detail

A German-speaking classmate gives you this short note:

Für die Präsentation zählen Inhalt, Verständlichkeit und der Umgang mit einer Rückfrage. Die Form allein entscheidet nicht über die Bewertung.

Your English-speaking partner asks: What do I really need to know?

Give the key message in English in one or two sentences. Do not translate every word. Adapt it to the listener's purpose.

Hilfestufen

Hint 1 – keywords only: position → material → evidence → why it matters → other view → conclusion

Hint 2 – sentence starters: I think ... because ... Material ... suggests ... This supports my view because ... However, ... Overall, ...

Hint 3 – paragraph map: Sentence 1: position. Sentence 2: evidence. Sentence 3: reasoning. Sentence 4: second evidence or perspective. Sentence 5: response. Sentence 6: conclusion.

Use only the amount of help you need.

Feedback: Make the text stronger, not just longer

Peer feedback questions:

Can I find the writer's position quickly?
Is every piece of evidence connected to a reason?
Has the writer paraphrased instead of copying?
Is another perspective treated fairly?
Which one sentence should be clearer or more precise?

Feedback language: Your strongest evidence is ... because ... I need a clearer link between ... and ... Could you explain why this matters? This sentence sounds too absolute. Could you use may, can or suggests?

Keep the writer's own text. Do not replace it with a completely new version.

Fehleranalyse

Improve these sentences:

1. According to Material A, 34 students prefers live talks.

2. Although a recording is flexible, but it can take more time.

3. This proves that live presentations are best for everyone.

4. Material C says recording is good. This is evidence.

Check:

subject–verb agreement
one clear contrast structure
evidence strength
reasoning link

Possible improvements are not always identical. The goal is clearer meaning.

AI and digital tools: Check, do not hand over

Digital tools can help you notice a problem, but you remain responsible for the final text.

Keep your own draft and revision history.
Do not enter private names, accounts, school data or personal social-media information.
If a tool gives a fact, source or quotation, verify it before using it.
Ask for a hint, a question or one feedback point instead of a full replacement text.
Check whether suggested English still sounds like language you understand and can use yourself.
External AI access or uploads should never happen without the required school permission.

Transfer: Use the same process again

New question:

For the next project, should the final product be a podcast or a visual poster?

Use a new teacher-provided material set. Repeat:

understand → select → respond → ask → hint → improve → use again

Your structure stays. The evidence changes.

Can-do check

I can ...	Not yet	With help	Independently
identify a clear claim	□	□	□
select relevant evidence	□	□	□
paraphrase source information	□	□	□
explain why evidence supports my point	□	□	□
include another perspective	□	□	□
revise content and language	□	□	□

Next step: E9 E - Revise and strengthen an opinion text

Interaktive Aufgaben

Quiz: Teste Dein Wissen

What is the main purpose of evidence in an opinion text? (To support a claim) (!To make the text longer) (!To replace the writer's opinion) (!To copy the source)

Which sentence is the best example of reasoning? (This matters because the audience can ask questions immediately) (!Material A contains 60 answers) (!I found a source online) (!The task has two options)

What should you do when using information from a material? (Paraphrase the relevant idea accurately) (!Copy the full sentence) (!Change the number to fit your view) (!Use every detail you can find)

Which word makes a claim more careful? (suggests) (!always) (!definitely) (!everyone)

What does a relevant source do? (It helps answer the exact question) (!It uses the most difficult words) (!It is the longest source) (!It agrees with your first idea)

Which connector introduces contrast? (however) (!therefore) (!because) (!for example)

What is a useful response to a counterpoint? (Explain fairly why your position still makes sense) (!Ignore the other view) (!Call the other view wrong) (!Repeat your first sentence)

Why should you check the source of information? (To judge whether it is trustworthy enough for the task) (!To avoid writing your own reasoning) (!To find longer quotations) (!To make every claim sound certain)

Which revision question is most useful? (Does my evidence clearly support my claim) (!Did I use the maximum number of words) (!Did I copy the wording exactly) (!Did I avoid all contrasting ideas)

What should you keep when using AI feedback? (Your own responsibility for the final text) (!Every sentence the tool suggests) (!Private data from your class) (!Unverified facts and quotations)

Memory

Claim	Main point
Evidence	Supporting information
Reasoning	Link between evidence and claim
Source	Origin of information
Relevant	Useful for the exact question
Paraphrase	Restate an idea in your own wording
Counterpoint	Different perspective
Revision	Improving a draft

Drag and Drop

Ordne die richtigen Begriffe zu.	Thema
Position	State your answer clearly
Evidence	Add selected information
Reasoning	Explain why the information matters
Counterpoint	Include another perspective
Conclusion	Return to your overall view

...

Kreuzworträtsel

Claim	What do you call the main point you want to support?
Evidence	What word means information used to support a point?
Source	What do you call the origin of information?
Reasoning	What connects evidence to a claim?
Revise	What verb means to improve a draft?
However	Which connector can introduce a contrast?

LearningApps

Lückentext

Offene Aufgaben

Leicht

Claim spotting: Find the main claim in a short teacher-provided opinion text and rewrite it in simpler English.
Evidence match: Match three pieces of evidence to the claims they could support and explain one choice.
Paraphrase challenge: Restate two short source ideas without copying their sentence structure.
Connector upgrade: Improve six short sentences using because, however, although, whereas or therefore.

Standard

Material selection: From four short materials, choose the two most useful for one question and justify your selection.
One-minute argument: Give a 60-second opinion with one source reference and answer one spontaneous follow-up question.
Perspective switch: Write one fair counterpoint to your own position and then respond to it.
Private audio reflection: Optionally record a private 60-second reflection on your draft, listen once and note two improvements; do not upload it publicly.

Schwer

Source comparison: Compare two age-appropriate sources on the same issue for purpose, evidence and limits.
Evidence-based opinion draft: Write 140–180 words using at least two materials and one counterpoint.
Peer review and revision: Use a feedback checklist, keep the original draft and produce a revised version with three visible improvements.
Transfer argument: Use a new material set on a new topic and apply the same writing process without sentence frames.

Lernkontrolle

Evidence choice: You receive four pieces of information for one claim. Select the two strongest for the task and explain why the others are less useful.
Reasoning repair: Improve a paragraph in which evidence is listed but not connected to the claim.
Perspective comparison: Compare two short viewpoints and write a response that represents both fairly before giving your own position.
Source check: Examine a short webpage extract and identify what you would need to verify before using it as evidence.
Revision decision: Compare a first and a revised paragraph. Explain which changes improve clarity, evidence use and coherence.
Transfer writing: Write a new 140–180 word opinion text from unfamiliar teacher-provided materials and briefly explain your source choices.

Lernnachweis

For a strong learning record, show that you can:

write a clear position for a given question
select evidence instead of collecting everything
paraphrase source information accurately
connect evidence to your own reasoning
include and respond to another perspective
use linking words and careful language appropriately
check source purpose, relevance and limits
revise your own draft after feedback
explain at least one improvement you made
use digital or AI feedback critically without giving away authorship or private data

A suitable portfolio contains a planning note, first draft, feedback, revised text and a short reflection. No public recording or external upload is required.

OERs zum Thema

Wikipedia – Argument:

Wikimedia Commons media used in this aiMOOC are linked through their file pages and carry open Creative Commons licences.

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E9 E - Write an evidence-based opinion text

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