Supporting Opinions
Objectives
- Selects facts instead of opinions to support academic opinions
- Organizes speaking logically to make different main points distinguishable
- Supports main assertions with facts, personal examples, and concrete reasons
- Adapts speaking to politely allow for different general points of view
- Utilizes point of view effectively to accomplish the purpose of speaking.
Expressing Your Opinion
A simply stated opinion is often appropriate, but most situations will require you to provide more details to explain your position on the topic. You can support an opinion by sharing reasons and examples that explain why you believe what you believe.
An opinion statement could be said in one of these forms:
In my opinion, topic is opinion. (ex. In my opinion, a university degree is not essential.)
In my opinion, topic modal opinion. (ex. In my opinion, students should study abroad.)
I think that topic is opinion. (ex. I think that movies are a waste of time.)
I think that topic modal opinion. (ex. I think that my company ought to offer more vacation days.)
Topic is opinion. (ex. Dogs are the best pet for children.)To support your opinion, you can use details and examples to make a stronger point.
One reason why I think this is that _________. (ex. One reason why I think this is that the new language or culture you learn about can change the way you see the world.)
The sources I have read say that _________. (ex. The sources I have read say that playing with dogs keeps kids active and outside longer.)
For example, _________. (ex. For example, jobs for electricians and air traffic controllers do not require a bachelors degree and pay very well.)
_________ is an example of why I have this opinion. (ex. Higher productivity and motivation in employees are examples of why I have this opinion.
Responding to Other Opinions
When expressing an idea that contradicts a previous speaker’s thoughts, be careful! First, validate and clarify the previous speaker’s idea. Then, use language carefully when you present the contradiction. Repeating a portion of what the other speaker said that you agree with can be a good way to start.
Here are some polite ways you can use to respond to someone's opinion when you disagree.
As I see it...I agree with ________, however...
I see your point, but…
_________ is worth considering, yet I assert that...
________ is true, however…
________ is an interesting thought, but have you considered…?
Your opinion is valid; I would just like to add…
He claimed that…, but in fact…
I support much of what you said. However,...
I respect your point, but from my perspective…
I understand where you are coming from, but…
The point you made was interesting. I’d like to discuss what other scholars say...
Opinion Word Choice
Verbs and Adjectives of Urgency and Suggestion
To assert your own opinion strongly, use verbs or adjectives of urgency or suggestion. Using an adjective can feel less personal and direct, and can be offensive than using verbs of urgency.
“... however, it seems advisable that…” “...but it is critical that…” “...yet it is imperative that…”
| Verbs of urgency/suggestion | Adjectives of urgency/suggestion |
|---|---|
| advise ask demand insist require request suggest | advisable critical crucial essential imperative mandatory recommended vital |
Words Which Overgeneralize
When expressing an academic opinion, avoid words which overgeneralize, as they can make you sound ignorant unless there is extensive knowledge or evidence to back them up.
| Words that overgeneralize |
|---|
| always anything everything never nothing |
Exercise 1: Listen for overgeneralizations
The chef shares his opinion about what is required for jerk - a type of Caribbean seasoning and cooking technique. Specifically, they are talking about cultural appropriation, or which is when someone from one culture (usually the majority) taking parts from another culture (usually the minority). Cultural appropriation usually has the additional meaning that the piece of culture is not used/understood appropriately or is exploited for the benefit of someone not from the original culture. As the chef speaks, listen for words which overgeneralize as he gives his opinion on this situation and the way he responds to other opinions.
Transcript Marked
(0:49) Chef: No, he's not. I totally don't believe that.
(1:20) Chef: Yes, absolutely because you wouldn't have a jerk rice in Jamaica.
(1:47) Chef: Absolutely.
Speaking Practice
- Do you think those words are appropriate for this context and speaker?
- If a different person with little cooking experience used the same expressions, how might their message be interpreted?
- What combination of reasons and examples does the speaker use to support his opinion?
- Describe a traditional food from your country. Is it important to prepare it a specific way? Or is there flexibility in ingredients or preparation?
Exercise 2: Listen for supported opinions
Here is a video about how sugar affects the brain. Listen for examples of supporting an opinion with reasons (facts) and examples.
Comprehension Questions
- What three-letter word ending do many names of sugar have?
- Which part of the brain does the talk indicate processes flavors in foods?
- Name at least one other area of the body that the video indicates has sugar receptors.
- What neurotransmitter does the video indicate is released when sugar is consumed?
You can do extra comprehension practice on this website.
Answer Key
Here are the answers to the questions and the time in the video when the speaker gives the answers.
- -ose, like sucrose, lactose, glucose, maltose, dextrose, etc. (0:43)
- the cerebral cortex (1:36)
- stomach/gut, digestive system (2:20)
- dopamine (2:35)
Exercise 3: Listen for a debate
Visit this website to watch this video about nutrition for children. This same video is used for the mini-debate activity for in class. FOOD FOR KIDS: A chat with child nutritionists Links to an external site.
Comprehension Questions
- True or False: All of the nutritionists agreed on what (home or school) has the greatest impact on a child’s nutritional habits.
- Have manufacturers ever been forced to reformulate to meet school regulations?
- What are some ideas the nutritionists suggested for getting kids interested in healthy food?
Answer Key
- True, home has the greatest impact (0:00-1:30)
- Yes (2:16)
- Making it a game, taking the child shopping, corresponding foods with alphabet letters, relating foods to a variety of cultures (3:16)
Exercise 4: Urgent changes
Here are three sentences. Change these to have adjectives of urgency or suggestion. Share your answers with a partner.
- I insist that all fracking cease in the United States by the year 2025!
- The state demands that all children are immunized before they enter elementary school.
- I advise you to consult a physician about your symptoms.
Discuss how the change influences the strength of the argument.
Exercise 5: Mini-debate
For this practice, you will participate in a short debate. A debate is a great way to practice disagreeing politely with someone. The topic for this debate is nutrition for children. First you will listen to an interview, then you will participate in a debate with your partner.
Click on the link to listen to an interview. When you listen to the interview, take notes. FOOD FOR KIDS: A chat with child nutritionists
Your teacher will assign a partner to you. You will debate who has the greatest responsibility for ensuring children eat healthy food during the school day.
One partner will explain why the responsibility is on schools.
The other partner will explain why the responsibility is on families.
When you debate, remember to use the phrases for disagreeing politely.
This content is provided to you freely by EdTech Books.
Access it online or download it at https://edtechbooks.org/advanced_low_listening__speaking/supporting_opinions.