Op-eds are articles which appear opposite of the editorial page of local, state, and national newspapers. They are written by local citizens, organization leaders, experts, or others who are knowledgeable about an issue. While letters to the editor usually respond to something written in the paper, the toic of an op-ed is the writer’s choice; of course, more relevant and timely op-eds are more likely to be published. By submitting an op-ed you can call attention to your issue. Consider submitting an op-ed when your issue –whether it is sex education, GLBTQ youth, or HIV/STIs prevention – is not supported by your paper’s editorial page, or if the editors have taken to denouncing your case, you can submit an op-ed explaining your issue.

Tips:

1. Message
   Identify your reasons for writing an Op-Ed. Do you need to raise voter support for legislation? Are you trying to increase awareness of an issue? Understanding the reasons for writing the Op-Ed will help you hone the message and main points you should stress in the text.
2. Audience
   Target your audience. Knowing your audience (policy makers, parents, youth, etc.) will help you decide which outlet to target.
3. Outlet Rules
   Know where you plan to submit your Op-Ed and the requirements of the outlet. In most cases the outlet will have a limit on word count usually between 500 and 800 words. Time the submission of your Op-Ed to coordinate with events or dates that stress your message.
4. The Ask
   Now consider the objective of your Op-Ed. Your piece should provoke discussion, controversy, and response. What do you want your target audience to do?
5. Get it Together
   Now with your objectives, target audience and purpose in mind, determine what background information is essential for the readers to understand if they are going to follow your argument. Develop a brief paragraph or two which explains this necessary background information.
6. Aim!
   Focus on one issue in your Op-Ed and one clear action. Support your conclusion with three key points. Devote one paragraph to each supporting point. This paragraph breakdown will help maintain your focus and aid in effective organization of the Op-Ed as a unified piece.
7. Focus
   Identify and discuss the opposing side to your argument. Counter the opposing arguments with facts and point out other weaknesses in the opposing message. Explain why your position is stronger.
8. Fire!
   Your opening line should not make your reader turn the page. Importance should be placed on drawing the reader into the article and making the reader review the entire article. The article should end with a bang, not a yawn. Drive the point home and sum up the argument.
9. Backup Support
   Submit your Op-Ed with a letter that provides your contact information and reasons why your article is timely and relevant to readers. Collaborating with a relevant public figure, policymaker, executive director, or advocate may maximize its impact on the audience. You might consider working with a relevant figure.
10. Keep Pushing
    Thank the outlet if your piece is run. If your piece is not run, do not give up. Try different angles, different outlets, and different time periods to run your Op-Ed. Keep your information updated with changing events and sentiment.

Sample Op-Ed

Information is Power

Last week, Ludlowe High School commemorated World AIDS Day. While most of our attention on AIDS these days is focused on what is happening in Africa, it’s important to realize that AIDS is still a threat right here in the United States, even in places like Fairfield, CT.

I became an HIV/AIDS and sexual health peer educator when I was 14 because I wanted to make sure my friends and peers would know how to protect themselves from STIs, including HIV (the virus that causes AIDS). Of course, abstinence is the safest way to protect yourself. But let’s face the facts. A lot of teenagers do have sex while still in high school or when they start college or get their first job after high school. In fact nationally, 70% of young people have had sex by the time they are 18! Still, after all the years we’ve known about HIV and AIDS—every hour of every day in this country, two young people are infected with HIV.

I think we have pretty good sex education here at Ludlowe High. But a couple of classes during one marking period a year doesn’t cut it to make sure that teenagers have all the facts they need about how to keep themselves safe from unwanted pregnancy and STIs, including HIV. And we’re lucky! In some places in the United States, teenagers don’t even get a few classes a year.

More and more high schools across the country are teaching “abstinence-only-until-marriage” sex education. What exactly does that mean? In Fairfield, we have comprehensive sex education and are taught that abstinence is the best method but are also given the full facts about how to protect ourselves if we do choose to have sex. But “abstinence-only” education only discusses abstinence and denies young people honest and accurate information about contraceptive options. Abstinence-only programs often give false information, like exaggerating condom failure rates, saying that you can get AIDS from sweat and tears, and teaching stereotyped gender roles and intolerance for gay or lesbian youth.

In this age of HIV and AIDS, it is irresponsible to censor vital information about how to safeguard sexual and reproductive health. We all have a responsibility to make sure that young people get all the facts. We are fortunate that Fairfield’s Board of Education supports honest and accurate, comprehensive sex education. Fairfield provides young people with the tools they need to protect themselves.

Now, it’s time for the rest of the country to step up to the plate. That’s why Representative Shays and Senators Dodd and Lieberman should co-sponsor a bill in Congress called the Responsible Education about Life (REAL) Act. The REAL Act would fund states’ efforts to teach comprehensive sex education.

Information is power, and education makes for better decisions. Censorship promotes ignorance, and ignorance promotes disease. It’s time that all young people get real sex education. Representative Shays, Senator Dodd, and Senator Lieberman, please co-sponsor the REAL Act and give young people a fighting chance to protect themselves.

Tara Dhingra is a 17 year old senior at Ludlowe High School in Fairfield CT.