opinion essay topics osslt

Series of Paragraphs

The opinion essay, the series of paragraphs (opinion essay) is one of the two long pieces of writing you'll do on the osslt., characteristics of the series of paragraphs (opinion essay).

3-5 paragraphs long, total of about 2 pages

Structure : Intro, Body, Conclusion

States ONE clear opinion, and maintains that opinion throughout the whole essay

Only argues one (1) side of the opinion, not both

All paragraphs relate to the main idea and are clearly divided with either indents or blank lines

Paragraphs all have a topic sentence and a concluding sentence

Use transition words to link between paragraphs

Tone is appropriate for an adult audience

No major issues with spelling or grammar

Tips and Tricks

Planning is the most important step . If you take the time to plan at the beginning, you can avoid lots of missteps when you're actually writing your essay (and save yourself a lot of time!)

Use the PEE model for body paragraphs: Point, Example, Explain

State your point

Give an example

Explain why your example proves your opinion/your point

Make sure your paragraphs are clearly separated. If you're not sure if your indents are big enough, skip lines.

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The OSSLT: How to Prepare for the Ontario Literacy Test

Project-Based Learning , Remedial Learning , Secondary Literacy , Writing

The 2023-2024 school year is a challenging year for students preparing for the Ontario Secondary School Literacy Test , also known as the OSSLT . Over the past few years, Ontario secondary students have faced many disruptions in learning. The Ontario government launched its Plan to Catch Up in July of 2022 to address the learning gaps caused by the COVID-19 pandemic. For secondary language teachers, these gaps serve as an obstacle as we continue with the return of standardized testing. This blog post shares practical and engaging strategies to help students prepare for the OSSLT .

Is your department or school board interested in licensing OSSLT Prep curriculum? Explore how you can provide these valuable resources to your students by clicking here .

What is the Ontario Secondary School Literacy Test (OSSLT)?

The Ontario Secondary School Literacy Test (OSSLT) is a compulsory standardized test that all secondary students in Ontario must write. The test evaluates English language skills in the areas of reading and writing. These are skills that reflect the Ontario English curriculum for up to and including Grade 9.

Ontario students are required to pass the OSSLT in order to graduate from high school in Ontario; however, there are several supports in place for students who don’t pass. These supports can help them succeed in meeting the province’s literacy requirements.

Is the OSSLT only for Grade 10?

The OSSLT is typically administered to students in Grade 10 . This is because the OSSLT evaluates skills that are taught in the Ontario English curriculum from K-9. In 2022, several students in Grade 11 were also eligible to write the OSSLT exam. This was because of cancellations during the COVID-19 pandemic.

The OSSLT can also be written by any student who has already completed the exam but was not successful in achieving a passing grade. Students have unlimited attempts at the OSSLT; however, if students are unsuccessful, there are other options available.

What can students do to prepare for the Ontario Literacy Test?

In theory, all students begin preparing for the OSSLT from the time they start school. This is because the OSSLT is designed to assess the skills taught in the Ontario English curriculum from kindergarten to Grade 9 .

In reality, not all students are equipped with the necessary skills to be successful. This is especially true for English Language Learners who have not been enrolled in Ontario schools for a portion of their lives. ELL students may require more experience with the Ontario curriculum in order to be successful on the OSSLT. Fortunately, your ELL students can access special accommodations. Click here to learn more about ELL participation in the OSSLT.

Oftentimes, native English-speaking students also benefit from extra preparation for the OSSLT . Teachers may begin to prepare for the OSSLT well before the exam date in Grade 10 – this preparation is especially vigorous in the 9th and 10th grades.  Through various reading and writing activities, teachers can “ teach to the test ” in order to help students prepare for the OSSLT.

Additionally, students can practice for the OSSLT independently or with a tutor. These practice tests include articles, multiple-choice questions, and written response prompts that resemble the mandated tasks for the OSSLT. Students are also encouraged to work on the practice exercises in the OSSLT section on the Education Quality and Accountability Office (EQAO) website .

How to prepare for the OSSLT

1. review the skills assessed on the ontario secondary school literacy test.

The OSSLT requires a set of prescribed skills for successful completion. Focussing on the following areas will help students prepare for the OSSLT: 

• Expressing and developing an opinion
• Writing a series of paragraphs
• Identifying main ideas and supporti ng points within a text
• Using main ideas and supporting point s to support an opinion
• Writing introductions and conclusions
• Interpreting different types of narrative texts (ie. news reports, magazine stories, short fiction)
• Interpreting informational texts (ie. opinion pieces, textbooks)
• Summarizing ideas and information that are explicitly stated
• Understanding ideas and information that are implicitly stated
• Identifying bias, purpose, reliability, and audience

If you are an administrator or department head in an Ontario secondary school, you can consider arranging prep sessions during lunch hour or after school. Students can drop in and work on a streamlined curriculum that is designed to prepare them for the Ontario Literacy Test.

2. Prepare using OSSLT Practice Tests

Another great way to help students prepare for the OSSLT is to utilize OSSLT Practice Tests . These practice tests are designed to resemble the articles and reading questions that students will encounter on the   EQAO Ontario Literacy Test. Students will explore a Real-Life Narrative (RNL), two Information Paragraphs (IP), a News Report (NR), and a Dialogue (DI). Additionally, students will complete two Written Multiple-Select activities (WMM) and respond to an opinion essay prompt.

3. Teaching to the Test: Multiple-Choice Questions

The multiple-choice section of the OSSLT is geared towards assessing a number of literacy skills. The questions include everything from identifying the purpose of a text to evaluating the context of a word in order to select an appropriate synonym. There is no way of predicting multiple-choice questions. This means you can’t guarantee your students will be successful with this portion of the test.

Fortunately, there are a number of strategies that you can use to practice for the multiple-choice section of the OSSLT. The most straightforward strategy involves practicing with reading passages and multiple-choice questions that resemble the EQAO test. Students can practice multiple-choice questions using these news reports , information texts , and real-life narratives . These articles and multiple-select questions resemble those that students will encounter on the OSSLT.

Another strategy is to incorporate practice for the multiple-choice section into your everyday lessons. When you read a text together as a class, you can pause to ask questions similar to those on the OSSLT:

• Request that students explain how they interpret new vocabulary so that they can model this process to their peers.
• Ask students questions that prompt them to summarize the text .
• Challenge students to make predictions or inferences about the text.
• Move through the text paragraph-by-paragraph to identify the purpose of certain sentences or sections.
• Encourage students to evaluate the text as a whole by suggesting a title for the selection.

3. Lesson Plans to Practice for the Ontario Literacy Test

There are a number of engaging lessons and project-based assessments that you can use to practice for the OSSLT. You can start with a mandated task and utilize backward design to work on the skills necessary for students to be successful on the OSSLT.

One major assessment in the OSSLT involves reading real-life narratives . This narrative unit includes everything you need to build foundational literacy skills for real-life narratives. Students can demonstrate these skills by completing the Community Interview Project , a project-based assessment inspired by the iconic Humans of New York . They can also apply these skills to post-secondary pathways by practicing writing cover letters .

Another major assessment on the Ontario Literacy Test involves writing an opinion essay . This essay must express an opinion and use different forms of evidence to support the main idea of each body paragraph. This main idea and supporting details mini-unit teaches students how to develop main ideas. Students can also apply this knowledge to peer-based learning activities like a Lincoln-Douglas Debate .  

This nonfiction writing bundle also builds the skills necessary to interpret an informational text. Students will learn to identify informational texts and differentiate them from other forms of writing. This will prepare them to write their own informational paragraphs.  

Finally, focussing on reading comprehension will also sharpen essential literacy skills for Ontario students. The more practice students have with different types of texts, the more prepared they will be to interpret these texts on the Ontario Literacy Test. This reading comprehension unit focuses on making inferences, making predictions, and summarizing several different forms of texts.

What if you fail the OSSLT?

If a student fails the OSSLT, there are a few options. For one, students can attempt to write the Ontario Literacy Test again.  If the student has an IEP, they are also entitled to the accommodations listed on their file. Be sure to review this to ensure that accommodations are met for their second attempt.

Another option is to complete the Ontari o Secondary School Literacy Course , also known as the OSSLC or OLC.  This course assesses the same skills evaluated on the EQAO exam, meaning that if students pass the course, they meet the requirements to graduate high school .

The Ontario Literacy Course includes mandated tasks that are outlined in the Ontario Curriculum .  Students can complete assignments and activities that align with these mandated tasks in order to develop a literacy portfolio.  

Becoming successful on the OSSLT

In conclusion, preparing for the OSSLT is a journey that begins early in a student’s educational career and requires ongoing effort and support. By focusing on the key skills assessed, utilizing practice tests, and engaging in targeted learning activities, students can build the confidence and competence needed to succeed on the OSSLT. Remember – success on this test is not just about passing; it’s about demonstrating the literacy skills that are essential for future academic and career success. Encourage students to embrace the challenge, seek support when needed, and approach the OSSLT with a positive attitude.

If you are looking for more information to pass on to an administrator for school purchase orders, click here to learn more.

Reader Interactions

[…] paraphrasing and summarizing is essential for students writing standardized tests, including the Ontario Secondary School Literacy Test (OSSLT), the AP Language and Composition Exam, and both the SAT and the […]

[…] the College Board SAT exam. This is because students can expect to see environmental topics on standardized tests. Given the importance of climate change in several career fields, students can also expect to study […]

[…] Your students may require an approach to interviewing that is more trauma-informed. This is especially true for students’ families who have endured collective hardships or systemic oppression. I find “Humans of my Community” to be a perfect alternative. This project-based learning idea uses the same interviewing skills listed above and incorporates news article writing – this is especially helpful if you are preparing for the OSSLT. […]

Ontario Secondary School Literacy Test (OSSLT)

The Ontario Secondary School Literacy Test (OSSLT) measures whether students are meeting the minimum standard for literacy across all subjects up to the end of Grade 9. Successful completion of the literacy test is one of the requirements to earn an Ontario Secondary School Diploma. 

The administration of the OSSLT will take place from

• Wednesday, November 1, 2023, at 7:00 a.m. ET, to Thursday, November 30, 2023, at 6:00 p.m. ET, with individual student results reported on or by the end of January 2024.
• Wednesday, March 20, 2024, at 7:00 a.m. ET, to Wednesday, April 24, 2024, at 6:00 p.m. ET, with individual student results reported on or by the end of May 2024.

On this page

Administration user guide, 2023–2024, user guide for the administration of the ontario secondary school literacy test, 2023–2024.

Please note that with the release of the new Ontario language curriculum, the OSSLT user guide has been updated.

Topics covered by the user guide include the following:

• for teachers: accessing and navigating accounts, managing classrooms, preparing students for the assessment and administering the assessment sessions
• for school administrators: accessing and navigating accounts, managing student lists and teacher accounts, overseeing assessment sessions and functioning as a primary point of contact for teachers
• for school board representatives and IT teams: navigating the general technical readiness process, preparing for the accessibility and accommodations options, understanding bandwidth and connectivity requirements, managing security and domain allowed-list protocols and configuring devices

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Practice Test

Students can become familiar with the online test and its platform through EQAO’s online practice test. The online practice test comprises two sessions that are equivalent to the two sessions students will be completing during the live test. In addition, the practice test includes an introductory session that allows students to become familiar with the new online platform’s tools and functions.

At a Glance: Ontario Secondary School Literacy Test (OSSLT) [PDF]

Ontario secondary school literacy test (osslt) framework [pdf].

The Framework provides a detailed description of EQAO’s OSSLT (including how the test is grounded in the Ontario Curriculum’s expectations for literacy skills for all subjects up to the end of Grade 9) as well as sample student reports.

Frequently Asked Questions

Information videos, what to expect on the osslt.

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• Digitalization and Modernization
• Math Proficiency Test
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Our Services and Products

Custom assessment.

Everyone has different struggles, so if you just want a no-nonsense, individualized approach to passing the OSSLT, our team of OCT teachers can use our custom software algorithms can help identify the areas you need help with to make sure you get the help you need. Includes 45-minute consultation and personalized report to guide your studies!

For students who want a complete overview of all of the types of questions they might encounter on the OSSLT, our OSSLTips program gives students the confidence they need to do their best on the OSSLT. Offered as a series of videos or a full 6-session in-person intensive program which includes a complimentary custom assessment! As with all of our products, lessons are delivered by OCT-certified teachers.

Live Video Tutorials

Our 6-session video course, always delivered by a certified Ontario teacher, is the best way to make sure you have all of your bases covered for the OSSLT.

OSSLT Strategies

There are several different types of questions on the OSSLT. If you practice being able to identify which type of question you're looking at, you will have an easier time giving a full-mark answer.

Multiple Choice

There are two types of multiple choice questions on the OSSLT:

Direct questions are questions which can be answered by copying information directly from the text, like dates, names, ages, etc.

Indirect questions require you to figure something out. The OSSLT will often ask indirect questions like "What happened first?" or "Which word has the closest meaning?"

Written Answer

There are three main types of written questions on the OSSLT: Short Answer, News Report, and A Series of Paragraphs Expressing an Opinion

In Short Answer questions, you are asked to look at the reading material exclusively when answering a question. There are three subtypes of this question type: Short Writing, Close Reading, and Main Idea.

News Reports should follow established conventions from news media. In these questions, you should use the headline and photo provided to write a short news story.

In the Series of Paragraphs Expressing an Opinion , you will answer a question provided by EQAO in several paragraphs. This is the longest piece of writing on the OSSLT, so good planning is very important.

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What I’ve Learned From My Students’ College Essays

The genre is often maligned for being formulaic and melodramatic, but it’s more important than you think.

By Nell Freudenberger

Most high school seniors approach the college essay with dread. Either their upbringing hasn’t supplied them with several hundred words of adversity, or worse, they’re afraid that packaging the genuine trauma they’ve experienced is the only way to secure their future. The college counselor at the Brooklyn high school where I’m a writing tutor advises against trauma porn. “Keep it brief , ” she says, “and show how you rose above it.”

I started volunteering in New York City schools in my 20s, before I had kids of my own. At the time, I liked hanging out with teenagers, whom I sometimes had more interesting conversations with than I did my peers. Often I worked with students who spoke English as a second language or who used slang in their writing, and at first I was hung up on grammar. Should I correct any deviation from “standard English” to appeal to some Wizard of Oz behind the curtains of a college admissions office? Or should I encourage students to write the way they speak, in pursuit of an authentic voice, that most elusive of literary qualities?

In fact, I was missing the point. One of many lessons the students have taught me is to let the story dictate the voice of the essay. A few years ago, I worked with a boy who claimed to have nothing to write about. His life had been ordinary, he said; nothing had happened to him. I asked if he wanted to try writing about a family member, his favorite school subject, a summer job? He glanced at his phone, his posture and expression suggesting that he’d rather be anywhere but in front of a computer with me. “Hobbies?” I suggested, without much hope. He gave me a shy glance. “I like to box,” he said.

I’ve had this experience with reluctant writers again and again — when a topic clicks with a student, an essay can unfurl spontaneously. Of course the primary goal of a college essay is to help its author get an education that leads to a career. Changes in testing policies and financial aid have made applying to college more confusing than ever, but essays have remained basically the same. I would argue that they’re much more than an onerous task or rote exercise, and that unlike standardized tests they are infinitely variable and sometimes beautiful. College essays also provide an opportunity to learn precision, clarity and the process of working toward the truth through multiple revisions.

When a topic clicks with a student, an essay can unfurl spontaneously.

Even if writing doesn’t end up being fundamental to their future professions, students learn to choose language carefully and to be suspicious of the first words that come to mind. Especially now, as college students shoulder so much of the country’s ethical responsibility for war with their protest movement, essay writing teaches prospective students an increasingly urgent lesson: that choosing their own words over ready-made phrases is the only reliable way to ensure they’re thinking for themselves.

Teenagers are ideal writers for several reasons. They’re usually free of preconceptions about writing, and they tend not to use self-consciously ‘‘literary’’ language. They’re allergic to hypocrisy and are generally unfiltered: They overshare, ask personal questions and call you out for microaggressions as well as less egregious (but still mortifying) verbal errors, such as referring to weed as ‘‘pot.’’ Most important, they have yet to put down their best stories in a finished form.

I can imagine an essay taking a risk and distinguishing itself formally — a poem or a one-act play — but most kids use a more straightforward model: a hook followed by a narrative built around “small moments” that lead to a concluding lesson or aspiration for the future. I never get tired of working with students on these essays because each one is different, and the short, rigid form sometimes makes an emotional story even more powerful. Before I read Javier Zamora’s wrenching “Solito,” I worked with a student who had been transported by a coyote into the U.S. and was reunited with his mother in the parking lot of a big-box store. I don’t remember whether this essay focused on specific skills or coping mechanisms that he gained from his ordeal. I remember only the bliss of the parent-and-child reunion in that uninspiring setting. If I were making a case to an admissions officer, I would suggest that simply being able to convey that experience demonstrates the kind of resilience that any college should admire.

The essays that have stayed with me over the years don’t follow a pattern. There are some narratives on very predictable topics — living up to the expectations of immigrant parents, or suffering from depression in 2020 — that are moving because of the attention with which the student describes the experience. One girl determined to become an engineer while watching her father build furniture from scraps after work; a boy, grieving for his mother during lockdown, began taking pictures of the sky.

If, as Lorrie Moore said, “a short story is a love affair; a novel is a marriage,” what is a college essay? Every once in a while I sit down next to a student and start reading, and I have to suppress my excitement, because there on the Google Doc in front of me is a real writer’s voice. One of the first students I ever worked with wrote about falling in love with another girl in dance class, the absolute magic of watching her move and the terror in the conflict between her feelings and the instruction of her religious middle school. She made me think that college essays are less like love than limerence: one-sided, obsessive, idiosyncratic but profound, the first draft of the most personal story their writers will ever tell.

Nell Freudenberger’s novel “The Limits” was published by Knopf last month. She volunteers through the PEN America Writers in the Schools program.

Photo Essay: Behind the Scenes at a BU Commencement

A scene from the conclusion of Boston University’s 151 st  All-University Commencement on Nickerson Field, May 19. Photo by Dave Green

A glimpse of what it takes to pull off more than 150 events for 75,000 people

Bu today staff, bu photography.

It takes more than 1,500 employees from across the University—including from Dining Services, the BU Police Department, Campus Planning & Operations (CPO), Transportation Services, IS&T, and more—to pull off a Boston University Commencement each year. And then there are the 300 staff and faculty who volunteer to serve as ushers, marshals, and other roles on the big day itself. 

Needless to say, graduation at BU is about more than just the All-University Commencement on Nickerson Field. Over the course of a week, the University hosts more than 150 events, among them 52 individual convocation ceremonies. Receptions run the gamut from a dinner for 650 people at Agganis Arena to an intimate luncheon for 20—and everything in between. All told, an estimated 75,000 people attend the weeklong events. 

Here are a few fun facts that help give a sense of what an undertaking Commencement week is: Dining Services prepared 39,400 finger rolls, 2,000 chocolate-covered strawberries, 20,732 cookies, and 3,720 cupcakes. Campus Planning & Operations staff set up (and then broke down) 15,000 folding chairs, 385 barricades, and 188 stanchions and ropes just for the main ceremony on Nickerson.

And to make sure the campus was looking its spiffiest, CPO staff spent weeks planting 40,000 annuals, 1,500 perennials, 200 shrubs, and 15 trees and spreading 900 yards of mulch.

The photo gallery below gives a look at some of the many unsung heroes who helped make this year’s Commencement week a success. Take a look.

And to all the custodians, truckers, chefs, waiters, electricians, police officers, carpenters, grounds crew employees, masons, volunteers, and more who worked so hard to make BU’s 151st Commencement proceed like clockwork—a big thank you. 

Now, time to begin planning for next year. 

Find more information about Commencement here

Facilities Management & Operations groundsworker Matt Pereira tending some of the 40,000 annuals delivered April 30 in preparation for Commencement.. The flowers were planted in beds across the Charles River campus.

Photo by Jackie Ricciardi

Maria Cornier, a Barnes & Noble at BU campus retail associate, alphabetizes graduation gowns by last name to make pickup easier. Each order is checked for accuracy so hoods are with orders requiring them and every robe has its proper school tassel.

Photo by Cydney Scott

Facilities maintenance worker Lino Sorabella readying the event and line-up signs on April 30 for the All-University Commencement on Nickerson Field.

Brooke Sheerin (left), sales rep for Herff Jones, manufacturer of the caps and gowns used for BU commencements, steams robes with Auxiliaries Services institutional event specialist Judith Moran May 2 in the Athletics Offices.

Preparing for the May 19 All-University Commencement, David Cooper from D&Y Window Cleaning is power washing the Nickerson Field stands May 6.

Roger Vicente,a Facilities Management & Operations custodian, lugging chairs onto Nickerson Field May 13 for the May 19 ceremony, which drew an estimated 3,700 students and 20,000 guests.

Dining Services cook John Quessa (left) and retail location manager Alhani Jackson preparing sandwich rolls during Commencement week food prep in the GSU May 15. BU Dining served more than 39,000 finger rolls and 1,800 regular sandwiches for the week’s events.

Priscilla Medeiros, lead baker with Dining Services, putting the finishing touches on BU-branded whoopie pies in the GSU May 13.

GSU cashiers Yovana Portillo (left) and Maria Echavarria getting the perfect coating of chocolate on strawberries for Commencement week at the GSU May 15. Dining Services served up approximately 2,000 chocolate-covered strawberries during Commencement week.

BU President ad interim Kenneth Freeman signing two copies of the honorary degree, Metcalf Cup and Prize, and Metcalf Award citations for each recipient May 16 in his office at One Silber Way. The citations were awarded during the All-University Commencement May 19.

Victoria Ellis, South Campus Residence Life area director, marks chairs on Nickerson field May 17 to indicate the number of chairs per row. Ellis was joined by employees from Development & Alumni Relations and Procure to Pay.

BU staff volunteering as marshals for the All-University Commencement receive last-minute instructions during an orientation training session under tents erected over the tennis courts at Nickerson Field May 17.

Auxiliaries Services events specialists Teresa Batista (left) and Judy Moran polishing the mace and the Metcalf Cup in a BU Police Department conference room May 18. The mace, representing the authority of the University, is carried at the front of formal academic processions. Fashioned of sterling silver with two University seals intertwined on the button end, it was designed in the 1980s by the late Arthur G. B. Metcalf (Wheelock’35, Hon.’74), a BU Board of Trustees chair emeritus and a former professor. It is carried by the University Marshal during the All-University Commencement ceremony.

President ad interim Ken Freeman (left) rehearsing for the BU Commencement hooding ceremony with the help of Michael Ciarlante, Institutional Events director, on the Nickerson Field stage May 18.

Dave Kolar (MET’24), Learning & Event Technology Services assistant director, under the stage at Nickerson May 17, where a manhole provides a connection point for audio breakout cables connecting multiple locations carrying audio signals at Nickerson. Kolar received a master’s degree in financial management during Commencement, and his two sons degrees in economics.

Nate Stelmach, Learning & Event Technology Services (LETS) lead (right), with technical director Michelle Schlickman in the production truck May 18. BU Productions requires a large team of staff and freelance video professionals to produce a show the scope and scale of Commencement. Working out of the truck, (parked on Harry Agganis Way) are the producer, director, technical director, video engineers, audio engineers, media manager, video playback operator, and Game Creek Video engineers, who manage the truck. Two LETS staff members (with their array of laptop computers) are also in the truck, managing the livestream from this location. 

The Commencement production is a partnership between BU Productions and LETS, which handles the technical components and the show’s distribution to locations all around Nickerson in addition to the livestream. The combined teams total approximately 40 people.

Freelance photographer Dana J. Quigley (hired by the BU Alumni Association to photograph this year’s graduates throughout Commencement Weekend) photographing grads and their families on the Marsh Plaza seal May 18.  The Marsh Plaza seal is the most popular photo spot for grads: tradition has it that students who step on the seal prior to Commencement won’t graduate. 

The Boston University Police Department leading a motorcade escorting those attending the Marsh Chapel Baccalaureate service to Babcock Street for BU’s 151st Commencement on Nickerson Field May 19. On the bus were this year’s honorary degree recipients.

ASL interpreter James Wiggins was one of four interpreters on site during the All-University Commencement May 19. Booked through BU Disability Services, approximately 18 interpreters were employed by the University throughout the week.

As the 151st Boston University Commencement gets underway, BU’s new community service animal and bona fide campus celebrity, Bean, plays with her handler, BUPD officer Geovanni Chevere. Bean, who is still in training, had a daunting role to play—to be cute. She does it well.

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