Editorials

1. Editorials

2. The Editorial Page • The editorial page is one place in the newspaper where opinion is not only permissible, but encouraged. The editorial page is dominated by comment and analysis rather than objective reporting of factual information. It is here that the opinions of the newspapers editorial board are put forth in editorials and that readers can put forth their opinions in letters to the editor.

3. A typical editorial page consists of the following items: • Editorials: although written by individuals, unsigned editorials reflect the corporate opinion of the newspaper's editorial board. The viewpoint expressed is usually the result of consensus among the editorial board members. • Letters to the editor • Editorial cartoon • Columns

4. Purposes of the Editorial Page The editorial page provides a forum for the opinions of readers and editorial staff in order to: • provoke thought and discussion • influence the actions of public officials • campaign for reform and specific proposals • provide background and analyze events • serve as a community voice

5. Letters to the Editor • The letters section is the readers' forum. It gives readers space to react to domestic and foreign news, criticize or praise editorials and columns, question the judgment of editors, and offer personal comments on the human condition.

6. Letter to the Editor Dear Editor: I'm glad the editorial page of your newspaper gives people a chance to express their opinions, because today I have an opinion I want to share. It's about young people. The ones I see don't appear to be contributing to our city or our Canadian culture. I'm getting tired of seeing them hanging around malls, smoking and getting in people's way. if they don't have money to shop, what are they doing there? On occasion, I've also seen store security leading them away for shoplifting. The ones who don't get caught only cause prices to rise for honest people like me. I have also heard about purse snatching and pick-pocketing by these young people occurring in the malls. I don't want to pay health and education tax for their benefit. Why should I pay for their education? They could get a job and pay their own way, or get their relatives to help out. I'm sick and tired of reckless skateboarders and roller bladers speeding irresponsibly on our sidewalks and roadways, causing accidents and injuring pedestrians. We have no interest in this, so why should we allow it here at all? The young people I see hanging around the malls and arcades are not contributing to our society, unless you call the money they spend on junk food, trendy clothes and things to play with a contribution. In all likelihood, they aren't even spending their own money. My final comment has to do with the future. If these people are just going to grow up and take our jobs why should we support them now? I say we do something, before the problem gets worse and keep things the way they are for adults. Yours truly, Sick and Tired

7. In Response How do you feel about this letter? • Which parts of the letter do you agree or disagree with? Why? • Give examples of ways in which kids contribute to our society. • How can people become more aware of the contributions youth make to society? • How does the letter writer's views of youth compare to the treatment of other groups in our society?

8. Writing a Newspaper Article Creating a Newspaper Article: “Welcome to LASS” • Outline the purpose of your article and choose an issue to focus on - could be a glowing review of our awesome school or a critique of something you think needs to be changed 2. Choose an angle for you article – what is your opinion and WHY • Research the article – gather data to support your opinion • Write the article • Edit the article - have a friend proofread it • Rewrite the article and type it on the computer • Do a spell check • Include a photo and come up with a headline and byline

9. Formula for a Well-Written Article 1. First paragraph • In your first one or two sentences tell who, what, when, where, and why. Try to hook the reader by beginning with a funny, clever, or surprising statement. Go for variety: try beginning your article with a question or a provocative statement. 2. Second/Third/Fourth paragraphs • Give the reader the details. Include one or two quotes from people you interviewed. Write in the third person (he, she, it, they). Be objective -- never state your opinion. Use quotes to express others' opinions! 3. Last paragraph • Wrap it up somehow ( don't leave the reader hanging. Please don't say...."In conclusion" or "To finish..." (yawn!) Try ending with a quote or a catchy phrase. * Use active words (verbs that show what's really happening.) * Take notes when you interview. Write down quotes! * Tell the really interesting info first!

10. Before you get started… • Take a look at some examples of editorials and features on new schools. Read at least three different editorials before you begin yours. I have examples • To research your article you may want to conduct a survey about a certain school issue (lunch hours, early start, eating in the upstairs halls, etc.) to collect data to support your opinion

11. Before you get started… • You may also want to research the issue you are commenting on itself. Perhaps look for data on how students adjust to a new school or you may want to talk about the impact of having a namesake such as Louise Arbour as a role model for students and teachers. • You may want to interview students, staff, Ms Galen, parents in the community, etc. to gather data to support your opinion

12. Steps • 1 – Read a variety of editorials • 2 – Brainstorm ideas with a partner for what you want to say about LASS • 3 – Decide on a topic for your editorial on LASS • 4– Conduct research to support your opinion (this may mean that you have to visit the library!) • 5 – Write your article • 6 – Edit your article • 7 – Type and hand in your article

13. Writing an Editorial ENG 2P • Level 1 50 – 59% • Level 2 60 – 69% • Level 3 70 – 79% • Level 4 80 – 100% • Knowledge/ Understanding • demonstrates limited understanding of information, ideas, and concepts • demonstrates some understanding of information, ideas, and concepts • demonstrates solid understanding of information, ideas, and concepts • demonstrates thorough and insightful understanding of information, ideas, and concepts • Thinking / Inquiry • includes little information to support main idea/ personal opinion • includes some information to support main idea/ personal opinion • includes sufficient information to support main idea/ personal opinion • includes rich and detailed information to support main idea/ personal opinion

14. Communication • communicates ideas and information with limited effectiveness (particularly clarity, organization, and structure) • diction, tone, and/ or level of language show a limited sense of purpose and audience • communicates ideas and information with moderate effectiveness (particularly clarity, organization, and structure) • diction, tone, and/ or level of language show some sense of purpose and audience • communicates ideas and information with considerable effectiveness (particularly clarity, organization, and structure) • diction, tone, and/ or level of language show a clear sense of purpose and audience  • communicates ideas and information with a high degree of effectiveness (particularly clarity, organization, and structure) • diction, tone, and/ or level of language are skillfully adapted to suit the purpose and audience Application • errors in language conventions interfere with communication • some errors in language conventions but not sufficient to interfere with communication • language conventions are used correctly • language conventions are used correctly and for conscious effect

15. Examples of Editorials and Articles for Research • http://www.cbc.ca/canada/toronto/story/2010/09/07/arbour-secondary.html • http://www.thestar.com/opinion/editorials • http://www.thestar.com/opinion/editorials • http://www.torontosun.com/comment/editorial/2010/07/15/14727546.html • http://www.insidetoronto.com/opinion