This question tests 4th grade opinion writing skills: introducing a topic or text clearly, stating an opinion, and creating an organizational structure in which related ideas are grouped to support the writer's purpose (CCSS.W.4.1.a). An effective opinion piece introduction has THREE required parts that all work together. Part 1: Introduce the topic or text clearly—name what your opinion is about ("school uniforms," "longer recess," "the book Charlotte's Web by E.B. White"); readers should know exactly what topic you're discussing. Part 2: State your opinion—take a clear, definite stance using opinion words like "I believe," "I think," "In my opinion," OR a clear position like "We should," "The best," "It is important that"; your opinion should be a statement (not a question) and an opinion (not a fact). Part 3: Create an organizational structure—preview your reasons ("for three reasons," "because of X, Y, and Z"), signal your organization ("In this essay, I will explain"), or show how related ideas will be grouped ("First, I'll discuss health benefits. Then, safety concerns."); this helps readers understand how your essay will be organized and shows that related ideas are grouped logically. Keisha is writing an opinion piece about lunch time. Looking at the options: Choice A is vague about topic and has no opinion or structure. Choice B asks a question instead of stating opinion and lacks structure. Choice C states "Our lunch is too short" (clear opinion) and creates structure with "First... Next..." to preview reasons. Choice D talks about preferences but doesn't state opinion about lunch length or organize reasons. Choice C is correct because this introduction best states opinion and organizes reasons. Specifically: Topic introduction: The topic of lunch length is implied. Opinion statement: "Our lunch is too short" is explicitly stated as a clear opinion about lunch time. Organizational structure: The introduction creates structure by using "First, we need more time to eat. Next, we need time to relax" which previews two reasons and shows how ideas will be organized. Choice B is incorrect because "Should our lunch be longer?" asks a question instead of stating an opinion—questions ask, opinions state positions; also lacks organizational structure. Students sometimes think questions are opinions or don't recognize the need for all three parts. Clear introduction with all three parts helps readers understand your opinion essay. To help students introduce topic/opinion clearly and create organizational structure: Provide complete introduction examples—"Our school lunch is only 30 minutes long. Our lunch is too short. First, we need more time to eat our food properly. Next, we need time to relax and recharge. Finally, we need time to socialize with friends."; show how transition words (First, Next, Finally) create organizational structure. Watch for: students who choose introductions with questions thinking they're opinions; students who don't see how "First... Next..." creates structure; emphasize: Complete introductions have all three parts working together—topic, opinion, and organizational structure.

This question tests 4th grade opinion writing skills: introducing a topic or text clearly, stating an opinion, and creating an organizational structure in which related ideas are grouped to support the writer's purpose (CCSS.W.4.1.a). An effective opinion piece introduction has THREE required parts that all work together. Part 1: Introduce the topic or text clearly—name what your opinion is about ("school uniforms," "longer recess," "the book Charlotte's Web by E.B. White"); readers should know exactly what topic you're discussing. Part 2: State your opinion—take a clear, definite stance using opinion words like "I believe," "I think," "In my opinion," OR a clear position like "We should," "The best," "It is important that"; your opinion should be a statement (not a question) and an opinion (not a fact). Part 3: Create an organizational structure—preview your reasons ("for three reasons," "because of X, Y, and Z"), signal your organization ("In this essay, I will explain"), or show how related ideas will be grouped ("First, I'll discuss health benefits. Then, safety concerns."); this helps readers understand how your essay will be organized and shows that related ideas are grouped logically. Chen is writing an opinion piece about homework. In the introduction, Chen states only a fact about homework (such as "Homework takes two hours" or "We get homework every day") and never gives his opinion about whether homework is good, bad, should be reduced, or any other stance. The introduction is missing the opinion statement. Choice B is correct because the main problem is that Chen states only a fact about homework and never gives his opinion. Specifically: Opinion statement: Chen's statement about homework is NOT an opinion because it's a verifiable fact, not a position or belief; he needs to state what he believes about homework using opinion words and taking a definite stance like "I believe we should have less homework" or "Homework is important for learning." Choice A is incorrect because this claims he forgets to name the topic when the question states he "writes about homework," indicating he does name the topic; the problem is missing opinion, not missing topic. Students sometimes state facts thinking they're opinions ("Homework is 2 hours" is fact; "Homework should be reduced" is opinion). Clear introduction with all three parts helps readers understand your opinion essay. To help students introduce topic/opinion clearly and create organizational structure: Teach each component separately then combine—Opinion statement: "State your position clearly and definitely. Use opinion words: I believe, I think, In my opinion, We should, It is important that. Make it a statement, not a question. Make it an opinion, not a fact."; teach difference: Fact ("Homework takes two hours") vs Opinion ("We should have less homework"); practice with revision: give facts, students convert to opinions. Watch for: students who state facts thinking they're opinions; students who don't understand facts are verifiable while opinions are positions/beliefs; emphasize: Opinion must be a stance or position, not a fact that can be proven true or false.

This question tests 4th grade opinion writing skills: introducing a topic or text clearly, stating an opinion, and creating an organizational structure in which related ideas are grouped to support the writer's purpose (CCSS.W.4.1.a). An effective opinion piece introduction has THREE required parts that all work together. Part 1: Introduce the topic or text clearly—name what your opinion is about ("school uniforms," "longer recess," "the book Charlotte's Web by E.B. White"); readers should know exactly what topic you're discussing. Part 2: State your opinion—take a clear, definite stance using opinion words like "I believe," "I think," "In my opinion," OR a clear position like "We should," "The best," "It is important that"; your opinion should be a statement (not a question) and an opinion (not a fact). Part 3: Create an organizational structure—preview your reasons ("for three reasons," "because of X, Y, and Z"), signal your organization ("In this essay, I will explain"), or show how related ideas will be grouped ("First, I'll discuss health benefits. Then, safety concerns."); this helps readers understand how your essay will be organized and shows that related ideas are grouped logically. Emma is writing an opinion piece about school uniforms. In the introduction, Emma names school uniforms as her topic, states she supports them as her clear opinion, and previews three reasons that will organize her essay. The introduction includes all three parts. Choice B is correct because the introduction includes all three parts: clear topic introduction, explicit opinion statement, and organizational structure. Specifically: Topic introduction: Emma clearly introduces the topic by naming school uniforms specifically. Opinion statement: Emma's opinion that she supports school uniforms is explicitly stated using a clear stance. Organizational structure: Emma creates structure by previewing three reasons, which helps readers understand how the essay will be organized. Choice D is incorrect because this claims asking a question about uniforms is the same as stating an opinion when questions ask, opinions state positions. Students sometimes confuse questions with opinion statements ("Should we have uniforms?" is not same as "I believe we should have uniforms"). Clear introduction with all three parts helps readers understand your opinion essay. To help students introduce topic/opinion clearly and create organizational structure: Teach the three-part introduction formula explicitly—Part 1: Introduce topic clearly ("Many schools are considering school uniforms"); Part 2: State opinion explicitly ("I believe that requiring uniforms is a good idea"); Part 3: Create organizational structure ("for three reasons: reason 1, reason 2, and reason 3"); provide introduction frame template: "[Context about topic]. [Topic introduction]. [Opinion statement using I believe / I think / We should]. [Preview of reasons / organizational structure]."; model with multiple examples. Watch for: students who ask questions instead of stating opinions; students who use wishy-washy language ("maybe," "possibly," "I guess") instead of definite opinions; emphasize: All three parts required: (1) Clear topic introduction, (2) Explicit opinion statement, (3) Organizational structure setup.

This question tests 4th grade opinion writing skills: introducing a topic or text clearly, stating an opinion, and creating an organizational structure in which related ideas are grouped to support the writer's purpose (CCSS.W.4.1.a). An effective opinion piece introduction has THREE required parts that all work together. Part 1: Introduce the topic or text clearly—name what your opinion is about ("school uniforms," "longer recess," "the book Charlotte's Web by E.B. White"); readers should know exactly what topic you're discussing. Part 2: State your opinion—take a clear, definite stance using opinion words like "I believe," "I think," "In my opinion," OR a clear position like "We should," "The best," "It is important that"; your opinion should be a statement (not a question) and an opinion (not a fact). Part 3: Create an organizational structure—preview your reasons ("for three reasons," "because of X, Y, and Z"), signal your organization ("In this essay, I will explain"), or show how related ideas will be grouped ("First, I'll discuss health benefits. Then, safety concerns."); this helps readers understand how your essay will be organized and shows that related ideas are grouped logically. Carlos is writing an opinion piece about technology in class. In the introduction, Carlos says "devices are interesting" but never names the specific topic of school technology rules or technology use in class. The topic is not introduced clearly. Choice A is correct because Carlos does not introduce the topic clearly. Specifically: Topic introduction: Carlos does NOT clearly introduce topic because saying "devices are interesting" is too vague—it doesn't name the specific topic of technology rules or technology use in class that he's writing about. Choice B is incorrect because this claims he uses "I think," so the topic is clearly introduced, but using opinion words doesn't make the topic clear—the topic itself must be specifically named. Students sometimes think using opinion words means all parts are complete. Clear introduction with all three parts helps readers understand your opinion essay. To help students introduce topic/opinion clearly and create organizational structure: Teach that topic introduction must be specific—"Technology in class" or "Rules about devices at school" NOT just "devices are interesting"; show difference between vague ("Things are important") and specific ("Cell phone rules in 4th grade"); practice making vague topics specific. Watch for: students who make topic too vague so readers don't know exactly what the opinion is about; students who think using "I think" makes everything clear; emphasize: Topic must be specific enough that readers know exactly what you're discussing—name the actual issue, not just general category.

This question tests 4th grade opinion writing skills: introducing a topic or text clearly, stating an opinion, and creating an organizational structure in which related ideas are grouped to support the writer's purpose (CCSS.W.4.1.a). An effective opinion piece introduction has THREE required parts that all work together. Part 1: Introduce the topic or text clearly—name what your opinion is about ("school uniforms," "longer recess," "the book Charlotte's Web by E.B. White"); readers should know exactly what topic you're discussing. Part 2: State your opinion—take a clear, definite stance using opinion words like "I believe," "I think," "In my opinion," OR a clear position like "We should," "The best," "It is important that"; your opinion should be a statement (not a question) and an opinion (not a fact). Part 3: Create an organizational structure—preview your reasons ("for three reasons," "because of X, Y, and Z"), signal your organization ("In this essay, I will explain"), or show how related ideas will be grouped ("First, I'll discuss health benefits. Then, safety concerns."); this helps readers understand how your essay will be organized and shows that related ideas are grouped logically. Yuki is writing an opinion piece. In the introduction, Yuki names her topic clearly and states her opinion explicitly, but she does not preview reasons or indicate how her essay will be organized. The introduction is missing organizational structure. Choice C is correct because the missing part is organizational structure. Specifically: Organizational structure: Yuki does NOT create organizational structure because she doesn't preview reasons or signal organization—she states her opinion but gives no indication of how the essay will be organized or what reasons she'll discuss. Choice B is incorrect because this claims she never states what she believes when the correct answer indicates she does state her opinion; the problem is missing organizational structure, not missing opinion. Students sometimes confuse which component is missing when analyzing introductions. Clear introduction with all three parts helps readers understand your opinion essay. To help students introduce topic/opinion clearly and create organizational structure: Use color-coding to identify all three parts—highlight topic in yellow, opinion in blue, organizational structure in green; if one color is missing, that component needs to be added; practice identifying missing components in sample introductions. Watch for: students who confuse the three parts or think one part covers multiple requirements; students who think two parts are enough without realizing all three required; emphasize: Check for all three parts: (1) Clear topic, (2) Explicit opinion, (3) Organizational structure showing how essay will be organized.

This question tests 4th grade opinion writing skills: introducing a topic or text clearly, stating an opinion, and creating an organizational structure in which related ideas are grouped to support the writer's purpose (CCSS.W.4.1.a). An effective opinion piece introduction has THREE required parts that all work together. Part 1: Introduce the topic or text clearly—name what your opinion is about ("school uniforms," "longer recess," "the book Charlotte's Web by E.B. White"); readers should know exactly what topic you're discussing. Part 2: State your opinion—take a clear, definite stance using opinion words like "I believe," "I think," "In my opinion," OR a clear position like "We should," "The best," "It is important that"; your opinion should be a statement (not a question) and an opinion (not a fact). Part 3: Create an organizational structure—preview your reasons ("for three reasons," "because of X, Y, and Z"), signal your organization ("In this essay, I will explain"), or show how related ideas will be grouped ("First, I'll discuss health benefits. Then, safety concerns."); this helps readers understand how your essay will be organized and shows that related ideas are grouped logically. Amir is writing an opinion piece recommending a book. In the introduction, Amir names the book with title and author, states he recommends it as his clear opinion, and previews reasons for his recommendation. The introduction includes all three parts. Choice B is correct because the introduction includes all three parts: clear topic introduction, explicit opinion statement, and organizational structure. Specifically: Topic introduction: Amir clearly introduces the topic by identifying the book with title and author. Opinion statement: Amir's opinion that he recommends the book is explicitly stated. Organizational structure: Amir creates structure by previewing reasons for his recommendation, which helps readers understand how the essay will be organized. Choice A is incorrect because this claims he gives the title but does not say his opinion when he actually states he recommends it, which is a clear opinion about the book. Students sometimes don't recognize that "I recommend" is an opinion statement. Clear introduction with all three parts helps readers understand your opinion essay. To help students introduce topic/opinion clearly and create organizational structure: When writing about texts, teach students to include title and author in topic introduction: "In the book [title] by [author]"; show that "I recommend," "This is the best book," "Everyone should read" are all opinion statements about texts; model complete introductions: "The book Charlotte's Web by E.B. White tells the story of a pig and spider (topic introduced). I believe this is the best book for 4th graders to read (opinion stated). There are three reasons why: the characters are memorable, the themes are important, and the writing is beautiful (structure created)." Watch for: students who think they need only title without opinion; students who don't recognize "I recommend" as opinion statement; emphasize: When writing about books, all three parts still required—name the book, state your opinion about it, preview your reasons.

This question tests 4th grade opinion writing skills: introducing a topic or text clearly, stating an opinion, and creating an organizational structure in which related ideas are grouped to support the writer's purpose (CCSS.W.4.1.a). An effective opinion piece introduction has THREE required parts that all work together. Part 1: Introduce the topic or text clearly—name what your opinion is about ("school uniforms," "longer recess," "the book Charlotte's Web by E.B. White"); readers should know exactly what topic you're discussing. Part 2: State your opinion—take a clear, definite stance using opinion words like "I believe," "I think," "In my opinion," OR a clear position like "We should," "The best," "It is important that"; your opinion should be a statement (not a question) and an opinion (not a fact). Part 3: Create an organizational structure—preview your reasons ("for three reasons," "because of X, Y, and Z"), signal your organization ("In this essay, I will explain"), or show how related ideas will be grouped ("First, I'll discuss health benefits. Then, safety concerns."); this helps readers understand how your essay will be organized and shows that related ideas are grouped logically. Jamal is writing an opinion piece about longer recess. In the introduction, Jamal names longer recess as his topic, states his opinion about needing more recess time, and creates organizational structure by previewing that he will explain safety, health, and focus as his reasons. The introduction includes all three parts with clear organizational structure. Choice A is correct because the introduction creates organizational structure by previewing reasons. Specifically: Organizational structure: Jamal creates structure by previewing reasons he will explain—safety, health, and focus—which helps readers understand how the essay will be organized and shows that related ideas will be grouped logically. Choice B is incorrect because this claims he only gives one reason and never says how his ideas will be organized when he actually previews three reasons (safety, health, and focus) which creates organizational structure. Students sometimes don't recognize that previewing multiple reasons is a way to create organizational structure. Clear introduction with all three parts helps readers understand your opinion essay. To help students introduce topic/opinion clearly and create organizational structure: Teach each component separately then combine—Organizational structure: "Tell readers how your essay will be organized. Preview your reasons: 'for three reasons' or list them. Use signal words: 'In this essay, I will...' or 'First... Then... Finally...'"; practice with revision: give incomplete introductions, students add missing parts; use color-coding: highlight topic introduction in one color, opinion in another, structure in third—helps students see all three parts. Watch for: students who don't understand "organizational structure" means previewing how essay will be organized; students who think listing reasons doesn't count as organizational structure; emphasize: Previewing reasons (safety, health, focus) is one way to create organizational structure.

This question tests 4th grade opinion writing skills: introducing a topic or text clearly, stating an opinion, and creating an organizational structure in which related ideas are grouped to support the writer's purpose (CCSS.W.4.1.a). An effective opinion piece introduction has THREE required parts that all work together. Part 1: Introduce the topic or text clearly—name what your opinion is about ("school uniforms," "longer recess," "the book Charlotte's Web by E.B. White"); readers should know exactly what topic you're discussing. Part 2: State your opinion—take a clear, definite stance using opinion words like "I believe," "I think," "In my opinion," OR a clear position like "We should," "The best," "It is important that"; your opinion should be a statement (not a question) and an opinion (not a fact). Part 3: Create an organizational structure—preview your reasons ("for three reasons," "because of X, Y, and Z"), signal your organization ("In this essay, I will explain"), or show how related ideas will be grouped ("First, I'll discuss health benefits. Then, safety concerns."); this helps readers understand how your essay will be organized and shows that related ideas are grouped logically. Marcus is writing an opinion piece about a class pet. To improve his introduction's structure, Marcus needs to create organizational structure by previewing the reasons he will explain in his essay. The introduction needs to show how his ideas will be organized. Choice A is correct because Marcus could improve his introduction's structure by adding a preview like "for two reasons" and naming the reasons he will explain. Specifically: Organizational structure: Marcus should create structure by previewing reasons ("for two reasons: it teaches responsibility and brings our class together") or signaling organization ("I will explain why a hamster would be perfect"), which helps readers understand how the essay will be organized. Choice C is incorrect because this suggests starting with a question because questions always organize writing, but questions don't create organizational structure—previewing reasons or signaling how ideas will be grouped creates structure. Students sometimes think any change improves structure when specific organizational elements are needed. Clear introduction with all three parts helps readers understand your opinion essay. To help students introduce topic/opinion clearly and create organizational structure: Teach specific ways to create organizational structure—Preview reasons: "for three reasons," "because of X, Y, and Z"; Signal organization: "In this essay, I will explain," "First... Then... Finally"; Show grouping: "I'll discuss benefits first, then address concerns"; provide templates: "[Topic and opinion]. [This is important] for [number] reasons: [list reasons]." Watch for: students who think questions create structure; students who don't understand organizational structure means showing how essay will be organized; emphasize: Structure means previewing or signaling how your ideas will be organized, not just any addition to introduction.

This question tests 4th grade opinion writing skills: introducing a topic or text clearly, stating an opinion, and creating an organizational structure in which related ideas are grouped to support the writer's purpose (CCSS.W.4.1.a). An effective opinion piece introduction has THREE required parts that all work together. Part 1: Introduce the topic or text clearly—name what your opinion is about ("school uniforms," "longer recess," "the book Charlotte's Web by E.B. White"); readers should know exactly what topic you're discussing. Part 2: State your opinion—take a clear, definite stance using opinion words like "I believe," "I think," "In my opinion," OR a clear position like "We should," "The best," "It is important that"; your opinion should be a statement (not a question) and an opinion (not a fact). Part 3: Create an organizational structure—preview your reasons ("for three reasons," "because of X, Y, and Z"), signal your organization ("In this essay, I will explain"), or show how related ideas will be grouped ("First, I'll discuss health benefits. Then, safety concerns."); this helps readers understand how your essay will be organized and shows that related ideas are grouped logically. Keisha is writing an opinion about a book. In the introduction, Keisha introduces the text by naming "Because of Winn-Dixie" by Kate DiCamillo and provides brief context. Keisha states the opinion: "I think this book is a great choice for 4th graders" is clear. Keisha creates organizational structure by previewing reasons: "I will support my opinion with three reasons: the characters, the lessons, and the funny parts." The introduction includes all three parts. Choice B is correct because Keisha names the title and author and gives a short context. Specifically: Topic introduction: Keisha clearly introduces the text by naming the title "Because of Winn-Dixie" (properly underlined) and author "Kate DiCamillo," plus provides context "a girl makes a new friend." Opinion statement: Keisha's opinion "I think this book is a great choice for 4th graders" is explicitly stated using "I think" and takes definite position. Organizational structure: Keisha creates structure by previewing reasons: "I will support my opinion with three reasons: the characters, the lessons, and the funny parts," which helps readers understand how the essay will be organized. Choice A is incorrect because this claims she never tells the book title or author when she clearly states both "Because of Winn-Dixie by Kate DiCamillo"—the text is properly introduced with all required information. Students sometimes don't recognize that when writing about a text, introducing it means including both title and author, which Keisha does effectively. Clear introduction with all three parts helps readers understand your opinion essay. To help students introduce topic/opinion clearly and create organizational structure: When writing about texts, teach specific requirements—Always include: Title (underlined or italicized), Author's full name, Brief context about the text; Model: "In the book Charlotte's Web by E.B. White, a pig and spider become friends. I believe this is an excellent book for 4th graders. I will support my opinion with three reasons: the memorable characters, the important themes about friendship, and the engaging plot."; practice identifying complete text introductions vs. incomplete ones (missing title, missing author, no context); use text introduction frame: "In the [book/story/article] [Title] by [Author], [brief context]. I [believe/think] [opinion about text]. I will support my opinion with [number] reasons: [list reasons]." Watch for: students who forget to include author when naming a text; students who don't underline or italicize book titles; students who give too much plot summary instead of brief context; students who state facts about the book instead of opinions; emphasize: When writing about texts, all three parts still required: (1) Clear text introduction with title and author, (2) Explicit opinion statement about the text, (3) Organizational structure setup with reasons previewed.

This question tests 4th grade opinion writing skills: introducing a topic or text clearly, stating an opinion, and creating an organizational structure in which related ideas are grouped to support the writer's purpose (CCSS.W.4.1.a). An effective opinion piece introduction has THREE required parts that all work together. Part 1: Introduce the topic or text clearly—name what your opinion is about ("school uniforms," "longer recess," "the book Charlotte's Web by E.B. White"); readers should know exactly what topic you're discussing. Part 2: State your opinion—take a clear, definite stance using opinion words like "I believe," "I think," "In my opinion," OR a clear position like "We should," "The best," "It is important that"; your opinion should be a statement (not a question) and an opinion (not a fact). Part 3: Create an organizational structure—preview your reasons ("for three reasons," "because of X, Y, and Z"), signal your organization ("In this essay, I will explain"), or show how related ideas will be grouped ("First, I'll discuss health benefits. Then, safety concerns."); this helps readers understand how your essay will be organized and shows that related ideas are grouped logically. Sofia is writing an opinion piece about school uniforms. In the introduction, Sofia introduces the topic by mentioning what students should wear and uniforms. Sofia does not state an opinion—she only gives facts about uniforms and mentions that "Some kids like them and some kids do not" without taking her own stance. Sofia does not create organizational structure—no preview of reasons or indication of how the essay will be organized. The introduction is missing two parts. Choice B is correct because the introduction is missing an explicit opinion statement and a preview of reasons to organize the essay. Specifically: Topic introduction: Sofia clearly introduces the topic by mentioning school uniforms and what students should wear. Opinion statement: Sofia does NOT state her opinion because she only gives facts ("Uniforms can be simple clothes") and neutral observations ("Some kids like them and some kids do not") without taking her own stance—she needs to say what SHE believes about uniforms. Organizational structure: Sofia does NOT create organizational structure because there's no preview of reasons or indication of how her essay will be organized—she needs to add something like "for three reasons" or list the reasons she'll discuss. Choice A is incorrect because this claims she never says anything about uniforms when she clearly mentions "uniforms" and "what students should wear"—the topic IS introduced, just missing the opinion and organizational structure. Students sometimes think stating facts or neutral observations counts as stating an opinion, but opinions require taking a personal stance with "I believe," "I think," or similar definite position. Clear introduction with all three parts helps readers understand your opinion essay. To help students introduce topic/opinion clearly and create organizational structure: Teach each component separately then combine—Topic introduction: "Name your topic specifically. If writing about text, include title and author. Give context so readers know what you're discussing."; Opinion statement: "State your position clearly and definitely. Use opinion words: I believe, I think, In my opinion, We should, It is important that. Make it a statement, not a question. Make it an opinion, not a fact."; Organizational structure: "Tell readers how your essay will be organized. Preview your reasons: 'for three reasons' or list them. Use signal words: 'In this essay, I will...' or 'First... Then... Finally...'"; teach difference: Fact ("Recess is 20 minutes") vs Opinion ("Recess should be longer"); Question ("Should recess be longer?") vs Opinion statement ("I believe recess should be longer"); practice with revision: give incomplete introductions, students add missing parts; use color-coding: highlight topic introduction in one color, opinion in another, structure in third—helps students see all three parts. Watch for: students who jump directly into first reason without setting up organizational structure; students who use wishy-washy language ("maybe," "possibly," "I guess") instead of definite opinions; students who don't understand "organizational structure" means previewing how essay will be organized; students who confuse the three parts or think one part covers multiple requirements; emphasize: All three parts required: (1) Clear topic introduction, (2) Explicit opinion statement, (3) Organizational structure setup.