COLEGIO DE DAGUPAN

SCHOOL OF TEACHER EDUCATION

CAMPUS JOURNALISM

Chapter 8. Scuffle of Opinions: Writing Editorials

Editorials: Its Definitions and Concept

First, an editorial should be based on an issue. Such issue should be timely and should
have a high degree of sensibility and relevance to the reading public. In the given situation, the
practical issue was all about which network was better.

Second, there should be a group or a cluster of minds analyzing a given issue. In the case
of the example above, there was a GMA 7’s group and an ABS-CBN’s group.

Third, there should be a stand. The identified group should have a position on the issue.
The story above gives a clear understanding that group one defended ABS-CBN, while the other
group sturdily stood on GMA 7.

Fourth, there should be pieces of evidence. If you reread the story, it would give you a
situation when the members were giving specific pieces of evidence to support their claims.

From among the elements, it can be hard that an editorial is an article that states the
concerted opinions or single stand of the publication’s staff on a particular issue.

Further, an editorial reflects the majority vote of the editorial board, the governing body
of the newspaper. It is usually unsigned or without a byline like a lawyer, editorial writers build
on an argument and try to persuade readers to think the same way they do. 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.

A more comprehensive definition of an editorial is, “It is concise expression of facts and
opinions or an analytical interpretation of significant and timely topics or issues. It is logical and
pleasing to influence opinion or to interpret significant news such that its importance to the
reader will be clear. It is treated with formality. Through an editorial, the paper has the
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SCHOOL OF TEACHER EDUCATION

opportunity to write what it thinks about issues affecting the readers. If the editorial is well-
written, it can be a vital force to make changes and reforms.”

Other Characteristics of an Editorial

1. It follows a pattern. An editorial is an essay like a feature story. This means that the
editorial article should bear an introduction, body and conclusion.
2. It simplifies an issue. An editorial is an objective explanation of the hottest issue, within
the coverage of the paper’s release. Hence, it usually simplifies the complex issues by
eliminating extraneous parts of the news. In other words, it puts the news. In other
words, it puts the news in its proper perspective. Say, the hottest news is about the
imposing of higher grading system in the school or in the university. An editorial may
talk about its causes and effects to the students, teacher and stakeholders.
3. It provides opinions from the opposing viewpoints. Although an editorial showcases a
stand of the paper, it attempts to be objective by presenting views that refute directly
the same issues the group addresses.
4. It shows evidence delivered in a professional and formal manner. Formality
encompasses the use of the language and the style of argumentation. Good editorials
engage issues, not personalities. It refrains from name-calling or other petty tactics of
persuasion like stereotyping, ad hominem, ad baculum and others. Feature writing
bears a set of loosely rules in the use of the language, that is, the writer may expound
the idea by using creative language. In contrast, editorial writing is direct to the point
and yields a serious tone.
5. It offers alternative solutions. One prime function of editorials is to effectuate change
in others’ belief and stands. The editorial does this by offering a suggestion to remedy
the problem or issue being criticized. Anyone can gripe about a problem, but a good
editorial should take a proactive approach to making the situation better by using
constructive criticism and giving solutions.
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SCHOOL OF TEACHER EDUCATION

6. It offers a solid and concise conclusion. Towards the end of the editorial often lies the
powerfully summarized opinion. In other words, it gives the readers an unforgettable
punch that they can live by.

Functions of Editorial

1. Explain or interpret. Editors often use editorials to explain the way the newspaper
covered a sensitive or controversial subject. In a school setting, the publication may
explain new school rules or particular student body effort like a fund-drive.
2. Criticize. As discussed, editorial constructively criticize actions, decisions or situations
while providing solutions to the problem identified. The purpose of doing is to get
readers to see the problem, not the solution.
3. Persuade. An editorial primarily aims at driving the readers to crusade with the paper’s
stand. Take not that in the first chapters of this book, journalism is viewed to effectuate
change. Hence, the paper’s task, being in the realm of journalism, is to encourage others
to take a specific positive action.
4. Praise. Editorial are also used to commend people and organization for having
contributed something to champion progress, development and peace. In the context of
a campus paper, editorials may praise the initiative of the student body to raise funds
for the erection of a new dormitory.

Types of Editorial
1. Editorial of Interpretation. The main aim of this editorial is to put the news in its
proper perspective. The paper may take a neutral stand on the specified issue and
may give the responsibility of choosing a side to the readers themselves.
2. Editorial of Criticism. By criticism, it means that the editorial points out the faults in
a situation or in an issue mentioned in a news. It uses a scientific method by defining
the problem, examining the evidence available and then, perhaps suggesting a
solution.
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3. Editorial of Argumentation or Persuasion. This type of editorial is the most common

type being used in the dailies. Following the principles of argumentation and debate,
this type of editorial takes a stand in a controversial issue and tries to convince the
reader to adopt this stand.
4. Editorial of Commendation or Tribute. Editorials may be used to praise a worthy
deed done by a person or by an institution, thus this type of editorial. The paper
should qualify the tribute and therefore see that such contribution impacts on the
lives of the reading public or the academic community.
5. Editorial of Entertainment. Some editorials also discuss issues lightly but often have
a serious point gently and subtly suggested and sometimes satirically.
6. Editorial of Crusade. This editorial usually endorses a thought or course of action. It
promotes a concept, an idea or an advocacy. This is also called a campaign editorial.
7. Editorial liners. These are short, witty paragraphs, either serious or light.
Example
Love is looking up to find comfort in mother’s smile. It’s running and kissing
father’s hands to deserve his package. It’s thinking and dreaming about a loved one
day and night. It’s doing things to please the other. It’s answering and writing love
letters on perfumed paper. It’s crying and brooding over careless words. It’s rejoicing
and walking on clouds on hearing sweet things. It’s loving happily day by day.

Editorial Structure

An editorial is similar to an essay that focuses on a specific issue or topic, offer a thesis
and provides evidence and supporting arguments to convince its readers. The title clearly
identifies the topic; the introductory statement includes the writer’s view on the issue; the
body provides supporting evidence and example; and the conclusion restates the writer’s
view and provides a final appeal for the reader with agree to that view.
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Duties of an Editorial Writer

As stated, it is not necessary that chief editors write the editorial. Whoever is the choice
of the board to do so, he/she must remember that he/she should:

1. Present facts honestly and fully;

2. Draw objective conclusions from the stated facts, basing them upon the weight of
evidence and upon his/her considered concept of the greatest good;
3. Never be motivated by personal interest, nor use his/her influence to seek special favors
for himself/herself or for others.
4. Realize that he is not infallible;
5. Regularly review his/her own conclusions in the light of all obtainable information;
6. Have the courage of well-founded conviction and democratic philosophy of life;
And
7. Support his colleagues in their adherence to highest standards of profession integrity

Crafting and Editorial: Suggestions for Students

1. Planning the editorial
a. Decide what issue you will write about and clearly define the issue.
b. Consider who your intended audience will be (for example, it may be the general
readership or it may be directed at those who hold a particular view that may or
may not already have been expressed in the media or other public forum).
c. Brainstorm a variety of Strategies you can use to gain reader support for your
view on the issue. These might include acknowledgement of the reader’s current
viewpoint, listing benefits of the view you are promoting, providing reliable
evidences and using sound reasoning.
d. Develop logical and ethical arguments; avoid purely emotional rhetoric.
Remember, you are not a priest to moralize the issue and just mainly attack the
emotion.
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SCHOOL OF TEACHER EDUCATION

e. Conduct necessary research both to gather information about the audience you
are writing for and to collect evidence, example and support for the view you are
promoting.
f. Develop am outline to follow before you begin writing.
2. Writing the Editorial
a. Follow the pattern and style of editorial writing. In most editorial, the opinion of
the writer is given near the beginning, followed by supporting evidence and
reasoning. This is called the direct approach.
b. The first-person plural voice (we, our) is most common in editorial writing and is
appropriate in establishing the credibility of the board.
c. State your opinion briefly in the fashion of a thesis statement. Remember to
explain the issue objectively as a reporter would and tell why this situation is
important.
d. Give opposing viewpoint first with its quotations and facts. Then, refute (reject)
the other side and develop your case using facts, details, figures, quotations. Pick
apart the other side’s logic.
e. Concede a point of the opposition – they must have some good points you can
acknowledge that would make you look rational.
f. Repeat key phrases to reinforce an idea into the reader’s minds.
g. Give a realistic solution(s) to the problem that goes beyond common knowledge.
Encourage critical thinking and proactive reaction.
h. Wrap it up in a concluding punch that restates your opening remark (thesis
statement).
i. Keep it to 300-500 words (for beginners like you) and make every word count.
j. Develop a strong introductory statement to capture the reader’s attention and
to state your opinion. Use a logical sequence for presenting your arguments, and
an effective conclusion to maximize the impact on the reader.
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Editorial Writing: A sample Structure

1. Start with the news peg with an objective explanation of the issue or
controversy.
The editorial lead, like in the news story, is the showcase of the
write-up. However, it is considered the heart of the story like in the news.
The first paragraph is usually called the news peg. A news peg is brief
statement about the news event or issue upon which the editorial is
based.
Include in the first paragraph is your stand or your reaction. Such
reaction should be clear and concise. For instance, you tell right away if
you agree or are against the new rule imposed by the Supreme Student
Government or the Student Council. Give your position at once in the first
or second paragraph whether you opt to continue the project of your
organization.
2. Present your opposition First.
As the writer, you disagree with these viewpoints. Identify the
people (specifically those who oppose you). Use facts and quotations to
state objectively their opinions. You may opt to give a strong position of
the opposition. You gain nothing in refuting a weak position.
3. Directly refute the opposition’s beliefs.
You can begin your article with transition. Pull in other facts and
quotations from people who support your position. Concede a valid point
of the opposition which will make you appear rational, one who has
considered all the options.
4. Give other original reasons or analogies
In defense of your position, give reasons from strong to strongest order.
Use a literary or cultural allusion that lends to your credibility and perceived
intelligence.
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5. Conclude with some punch.

Give solutions to the problem or challenge the reader to be
informed. A quotation can be effective, especially if from a respected
source. A rhetorical question can be an effective concluder as well
(example: if the government does not defend the interest of children,
who will?).

Letter to the editor

They may be in response to something the newspaper has printed
in an earlier issue, or they may be in response to something going on in
the school or local community that is causing some concern. Sometimes
the letter will prompt the editorial staff to write a response if there is
some sort of misunderstanding of facts. However, in most cases, the
letter writer should be given the opportunity to state his/her opinion
without comment from the staff, even if the letter criticizes something
that the newspaper has done. The newspaper has had its say; now it is
the readers’ turn.
When readers submit letters, it is a healthy sign for the
newspaper. That shows they are actually reading the paper and are using
the op-ed pages as they should be used—as a public forum. If a
controversy is stirred because of what appears in the paper, that, too, is a
healthy sign. That shows that the newspaper is causing readers to think
and to get involved.