What can writing an op-ed offer a university student? It can help their ideas reach global audiences and contribute to the discourse on the issues facing us today. Regularly writing can help them develop their critical thinking skills, hone their research muscles and refine their arguments. These are important skills for future journalists, but also those who want to work in law, policy, advocacy and, of course, academia.
Publishing an op-ed can lead to admission to university courses around the world – and sometimes with scholarships too – media appearances, job offers and promotions, and even research funding.
- Four changes to help improve multilingual students’ writing
- Encourage, don’t shame: rethinking writing feedback
- How to talk to students about their writing
Bess Kargman, for example, wrote an op-ed focusing on plagiarism in the college admission process. It was published on the front page of The Washington Post’s Sunday Outlook section and became very popular among readers. She was later accepted into the Columbia Journalism School, with the op-ed her only published work at the time she applied. She is currently working as a journalist.
Yet, despite this, students are often hesitant to put their thoughts down on paper (or more likely, a screen), even if they have an intriguing argument to put forward. Usually, this is because of a lack of practical guidance or institutional support.
Academics are ideally placed to bridge this gap. Beyond teaching disciplinary knowledge, they can help students develop the confidence and practical skills needed to engage in public discourse. Here, we discuss practical ways in which academics can encourage students to write op-eds that inform people, influence law and policymaking, and inspire positive change in society. Plus, find five tips for teaching students to write compelling arguments.
How academics can support student writers
First, academics can take the initiative to establish mentorship programmes within their universities that connect interested students with faculty members, journalists and alums working in media. Support from a mentor will help students build confidence, understand where and how to submit their articles and improve their writing. Connections like these can also open up new job opportunities for them.
Second, academics can advocate for and help organise short courses and workshops specifically focused on writing articles for newspapers, including op-eds. These can explore topics such as crafting strong headlines, pitching to editors and adapting academic research for general audiences. Invite renowned editors and writers as guest speakers to conduct these courses and workshops.
Encourage your institution to collaborate with newspapers and establish flexible paid internship programmes for interested students. Such internships can bring substantial benefits, as students gain valuable hands-on newsroom experience, professional mentorship, published bylines and, most importantly, early exposure to workplace culture.
Actively support students in establishing and managing campus newspapers and magazines as student-led platforms for publishing articles. They can do this by mentoring editorial teams, helping students develop sustainable publication structures, facilitating access to institutional resources where necessary, and encouraging wider student participation. These can be an invaluable practical training ground where aspiring writers gain hands-on experience in researching, writing, editing and meeting publication deadlines. Encourage student editors to provide constructive feedback on every submission, clearly explaining what was done well and how each article can be improved further.
Why not consider ways to recognise and incentivise student opinion writing? Showcase published student op-eds on official websites and social media pages. Perhaps give annual awards to outstanding op-eds, selected by voting. These steps can be a huge morale booster for students, encouraging them to write more often.
Teach your students to write persuasively
First, encourage students to start their op-eds with a strong human-interest story that is most relevant to their topic. This will instantly hook readers, evoking empathy, curiosity or inspiration.
Second, teach students to introduce their main argument immediately after they have engaged readers with a real person’s experiences, triumphs or struggles. If readers cannot understand the main argument within the first few paragraphs, they will quickly lose interest in reading the piece.
Third, emphasise the importance of backing arguments with evidence. Arguments become more persuasive when they are bolstered with statistics and research findings. Encourage students to draw on existing literature written and published by credible individuals or organisations. They can also conduct expert interviews and use their insights, crediting them appropriately. While gathering information from existing research, students should use hyperlinks that allow readers to access the source document.
Fourth, encourage students to strike a balance between formal and informal writing. Their overall tone should have a certain degree of formality, but it should not be too academic. Advise them to avoid using jargon as much as possible and explain technical concepts as simply as they can, making their articles more accessible to readers who do not share their academic background.
Finally, remind students that their conclusion needs to be as powerful as their introductory paragraph, if not more. A common mistake is simply summarising the main points. Instead, encourage them to end their op-ed with a call to action, a thoughtful reflection or a forward-looking statement. This will help them make a more lasting impact on readers, encouraging further engagement with the issue they are writing about.
Finally, remind students to familiarise themselves with a publication’s submission guidelines before they start writing. Among other things, these will include information on the word limit, formatting requirements, submission procedures, deadlines and contact details.
Empowering students to write compelling op-eds is not simply an educational exercise; it is an investment in the future of democratic dialogue. As their educator, you can play a vital role in cultivating this engagement.
By committing sustained attention, resources and encouragement to student opinion writing, educators can help shape a generation that is confident, articulate and ready to contribute thoughtfully to public life. Let us hope they embrace this responsibility with the seriousness and commitment it truly deserves.
Shahariar Sadat is the executive director and Arafat Reza is an analyst, both at the Centre for Peace and Justice at BRAC University.
If you would like advice and insight from academics and university staff delivered direct to your inbox each week, sign up for the Campus newsletter.
comment