Everybody has an opinion. Barbers, taxi drivers, ministers, talk show hosts, politicians, teachers, students — nearly everyone imaginable — believe they know a better way. They could even give the prime minister of Canada a little advice on running the country. Most Canadians, however, will never deliver those opinions to mass audiences.Classroom journalists are an exception. Their publications provide a vehicle to express opinions through editorials to thousands. Unfortunately, too many young journalists don't understand the power of the press. They campaign for rights, but overlook
responsibility. They are inclined to present uninformed opinions, half-baked ideas and outright misinformation.Editorials are meant to influence public opinion, promote critical thinking, and sometimes cause people to take action on an issue. In essence, an editorial is an opinionated news story.
In this lesson, we will cover a few basics of effective persuasion as it applies to editorial writing. We will also show an editorial structure which often can help writers organize their editorials.
Four Types of Editorials Will:
1. Explain or interpret: Editors often use these editorials to explain the way the newspaper covered a sensitive or controversial subject. School newspapers may explain new school rules or a particular student-body effort like a food drive.
2. Criticize: These editorials constructively criticize actions, decisions or situations while providing solutions to the problem identified. Immediate purpose is to get readers to see the problem, not the solution.
3. Persuade: Editorials of persuasion aim to immediately see the solution, not the problem. From the first paragraph, readers will be encouraged to take a specific, positive action. Political endorsements are good examples of editorials of persuasion.
4. Praise: These editorials commend people and organizations for something done well. They are not as common as the other three.
The journalist must first prepare, then write... Find a topic. Brainstorm. What controversial events have been in the news nationally? In your community? (Learn how to find relevant ideas)
Research. Professional editorial writers know the value of this step. Computer-assisted research, personal interviews, news articles on the subject, archives, personal interviews, library documents and other sources should give the writer an adequate background. It is virtually impossible to over-research a topic, especially if the topic is complicated or not generally understood by the reading public.
Don't always take the easy route. Hold your journalistic ideals high when you take your editorial stance.But take a reasonable approach. Since life has few absolutes remember to consider the degree and circumstance of the truth. Generally avoid inclusive words such as "always" or "never." Be specific and accurate with examples.
Thesis: Next, the journalist must find and refine the thesis. The basic skill needed here is the ability to generalize. State your main idea, or thesis statement, in a clear, simple, understandable way?
For example, let's suppose you wanted to write an editorial on the problem of guns being brought to school:
Attempt # 1: Guns in school. This is a weak thesis. It states the general topic, but it is not stated in a full sentence. Furthermore, it is not an arguable statement.
Attempt # 2: Guns in school are bad. Better, but still weak. It states a truth that few people would question, so it is not controversial enough.
Attempt # 3: Steps should be taken at Central High to keep guns away. We're getting closer. But exactly what steps should be taken? Again, would anybody question the thesis?
Attempt # 4: Metal detectors and security police should be implemented at Central High to prevent shooting sprees by troubled students. This is a thesis we can consider. It is an arguable statement. It deals with a current, relevant societal problem.
Once a workable thesis is developed, the writer must organize the structure. Sort your arguments. Which facts support the thesis. Which don't directly relate (set these aside for future reference)?
Make a list:
Supporting arguments
Would eliminate guns, knives, other weapons from being carried into the school.
Would reduce problem of students sluffing or hanging around the halls.
Would improve educational atmosphere where students could learn without fear.
Would deter gang activities and violence.
Would make the school a more attractive workplace to potential teachers.
Would be less costly than dealing with potential tragedies caused by guns in school.Opposing arguments
Too costly. Money is badly needed for educational expenses.
Inconvenient. Entrance into and out of school would be slowed.
Prison atmosphere created.
Fails to deal with the root cause of violence.
Not fool proof. Guns could still get into school.
WRITINGCatch attention: Begin with a general statement which does not indicate the writer’s stand on the controversy. Be careful; don’t make it too obvious.
Commit: The lead should flow naturally into the thesis, or stance, taken by the editorial.
Concede: After stating thesis, recognize strongest opposing argument.
Counter: Switch now into a strong argument in favor of your thesis.
Convince: Build on your last point by making an even stronger point. Be sure points are backed by facts, examples.
Clinch: Save the strongest argument for last. This discourages rebuttal and leaves the reader with something convincing to
ponder.
Commit again: Using different words, restate your thesis.Cap it off: Leave the reader with a little something extra: a vision of the future, a revisit to the lead, a call to action, etc.
The LeadHere is the structure of the beginning:
Attention-getter XXXXX
XXXXXXXXXXXXXX.
XXXXXXXXXXXXXX
XXXXXXXXXXXXXX
Committal statement X
XXXXXXXXXXXXXX
XXXXXXXXXXXXXHook the reader with the opening of the editorial. Perhaps an anecdote will do the trick. Or a shocking statement. The narrative works well. Once the reader is firmly with you, indicate your topic and commit to your stance.
Editorial Lead Sample
Thesis: Metal detectors should be implemented in high schools.
Antithesis: Metal detectors should not be implemented in high schools.Vice-principal Johnson grabbed the knife-wielding student around the waist, then dodged as the angry young man flailed and tried to slash him. The knife nicked the administrator's arm. After the longest 30 seconds of Johnson's life, help arrived and
the student was subdued. Another day in the intercity school.At least this time no one was seriously injured. Mr. Johnson put a handkerchief on the cut arm to stop the blood flow. Incidents like this in our nation's schools are happening all too frequently, substantially hurting the learning atmosphere, and clearly show that metal detectors should be implemented in at-risk high schools.
The Concession Strongest argument against your thesis
XXXXXXXXXXXXXXX
XXXXXXXXXXXXXXX but XXXXXXXXXXXXXXXXX
XXXXXXXXXXXXXXXXXXX.You may wish to disarm the opposition by recognizing their viewpoint has some validity. This is a good move because those who disagree with your stand will be thinking it anyway.
The point is not rebutted; it is conceded.
The question might arise as to which point to use as a concession. Concede only the hardest point to argue against.
The Body Strong argument for your thesis
XXXXXXXXXXXXXXXXX
XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX
XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXStronger argument for your thesis
XXXXXXXXXXXXXXXX
XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX
XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXStrongest argument for your thesis XXXXXXXXXXXXXXX
XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX
XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXThe psychology of argument dictates saving the strongest argument for last. There are two reasons for this strategy:
1.the reader will tend to remember the final argument longer, and
2.to end with a weak argument would invite rebuttal.
The Conclusion Thesis XXXXXXXXXXXXX
XXXXXXXXXXXXXXXXX
Something extra XXXXXXX
XXXXXXXXXXXXXXXXX
XXXXXXXXXXXXXXXXXConclude With Some Punch.
An effective ending to an editorial is to state or to restate the thesis, then leave the reader with a little something extra: a call to action, a vision of the future, food for thought, etc.
Repeat key phrases to reinforce an idea into the reader's minds. Give a realistic solution(s) to the problem that goes beyond common knowledge. Encourage critical thinking and pro-active reaction.Keep it to 500 words; make every work count; never use "I"
This basic outline of the editorial has many variations and when you have more experience writing, you may wish to experiment with other organizational patterns.
ASSIGNMENT
Select an editorial or column and rewrite it, taking a different approach and an opposite position. Be prepared to research your position before writing.http://school.newsweek.com/
http://learning.turner.com/newsroom/
http://www.nationalgeographic.com/education/
