Chapter 8 - Reading Material
Chapter 8 - Reading Material
CAMPUS JOURNALISM
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.”
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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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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SCHOOL OF TEACHER EDUCATION
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:
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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SCHOOL OF TEACHER EDUCATION