editorials and columns: expressing opinion in the school newspaper

EDITORIALS

Logan Aimone, MJE // University High School, University of Chicago Laboratory Schools Sources: Carol Lange, Ron Bennett, Karl Grubaugh

COLUMNSExpressing opinion

in the school newspaper

&

EDITORIALS & COLUMNS

Editorials are the voice of the paper

(or website)


They can represent the views of the whole staff or a smaller group, like an editorial board of top leaders. The editorial does not carry a byline since it’s the institutional opinion. Consider a logo or sig that indicates the editorial is the view of the paper:As the Midway Sees It…


A column is the view of one person and can be one-off

or recurring


EDITORIAL STRUCTURE


Both editorials and columns can follow a similar structure.


Begin with a general statement which does not indicate writer’s stand. Don’t make it too obvious — creative, thoughtful, specific.

Catch attention

CommitThe lead should flow naturally into the thesis, or stance, taken by the editorial.

ConcedeAfter stating thesis, recognize strongest opposing argument: “It is true of course…”

CounterSwitch now into a strong argument in favor of your thesis: “but…”

ConvinceBuild on your last point by making an even stronger point. Be sure points are backed by facts and examples: “Of even greater importance…”


Save strongest argument for last. This discourages rebuttal and leaves the reader with something convincing to ponder. “Finally…”

Clinch

Commit againUsing different words, restate your thesis.

Cap it offLeave the reader with a little something extra: a vision of the future, a revisit to the lead, a call to action, etc.

A final note…While professional editorial writers use many different structures, this model serves the beginning writer well. Its principles are solid. After writers get more experience, they will discover ways to vary the structure depending on the topic and approach.


FOUR TYPES OF EDITORIALS


Focus on significant and substantial news topics with current news hooks.FOUR TYPES OF EDITORIALS

Explain or interpretHow the newspaper covered a sensitive topic, some newsy analysis, can link to a main news story (probably Page 1).

CriticizeConstructively criticize actions, decisions, situations. Offer a solution.

PersuadeFocus first on the solution. Encourage specific, positive action.

PraiseCommend people and/or actions; more rare.

Style: Typically thoughtful, considered, reflective, serious. Sarcasm and humor don’t work well here.


STEPS IN EDITORIAL WRITING


STEPS IN EDITORIAL WRITINGFind a topic.

Brainstorm. What controversial events have been in the news nationally? Locally? In our high school? (Learn how to find relevant ideas — things people are happy/upset/talking/curious about)

Research.Internet research, personal interviews, news articles, archives, personal interviews, library documents. Remember, there is no audience for an uninformed editorial.

Don’t take the easy route.Don’t necessarily play devil’s advocate, but don’t feel you must represent majority opinion either.

Take a reasonable approach.Consider the degree and circumstance of the truth. Generally avoid inclusive words such as “always” or “never.” Be specific and accurate with examples.


Find and refine the thesis.


The basic skill needed here is the ability to generalize. What does all the research on the topic indicate is the center of controversy? Can you state this main idea, or thesis statement, in a clear, simple, understandable way? Is the topic arguable? For example, let’s suppose you wanted to write an editorial on the problem of guns being brought to school.


DEVELOPING THE THESISAttempt #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.


DEVELOPING THE THESISAttempt #2: Guns in school are bad.

Well, better, but still weak. It is not specific. Furthermore, it states a truth that few people would question, so it is not controversial enough. Who would possibly take the opposite viewpoint and state that gun-wielding students and gang members improve the educational atmosphere at a school?


DEVELOPING THE THESISAttempt #3: Steps should be taken at Western High School to keep guns away.

We’re getting closer. But exactly what steps should be taken? Again, would anybody question the thesis, or would nearly all readers agree that a proactive approach to preventing another school shooting incident is commendable?


DEVELOPING THE THESISAttempt #3: 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.


Now, organize the structure. Using the researched material, the journalist must now begin sorting the arguments. Which facts support the thesis? Which argue against it? Could any be used to argue both sides? Which facts don't directly relate to either? (This information may be set aside. It is normal to have much good information that does not relate, and, therefore, must be saved for another day.)


Thesis: Metal detectors and security police should be implemented at Western High to prevent shooting

sprees by troubled students.


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.


THESIS VS. ANTITHESIS


The lead of an editorial should begin with a noncommittal statement, then narrow to the thesis. If the lead is written well, the same beginning would serve for the antithesis.

OPPOSING ARGUMENTS


Clouds began to form and wind kicked up during the afternoon of May 12, 1998, as James Wood, a drifter with a long record of infractions with the law, completed his grizzly work. He had just finished dismembering the body of a 12-year-old girl, whom he had kidnapped, raped and brutally murdered a few days earlier. As he raised what was left of the body above his head, lightning flashed, and he heaved the young girl’s remains into the roily, muddy water of the Snake River in what he later described as a Satanic sacrifice.

The senseless brutality of the murder, along with the total lack of remorse by Wood, shocked the community and provided just one example of why the death penalty is appropriate punishment.

THESIS 1: CAPITAL PUNISHMENT IS GOOD.


Clouds began to form and wind kicked up during the afternoon of May 12, 1998, as James Wood, a drifter with a long record of infractions with the law, completed his grizzly work. He had just finished dismembering the body of a 12-year-old girl, whom he had kidnapped, raped and brutally murdered a few days earlier. As he raised what was left of the body above his head, lightning flashed, and he heaved the young girl’s remains into the roily, muddy water of the Snake River in what he later described as a Satanic sacrifice.

Despite the brutality of that murder, the heartbroken parents of the girl publicly pleaded that James Wood be given the help and rehabilitation he so desperately needed. They understood what many citizens do not: that the only way to break a spiral of violence is to practice nonviolence as a society and reject the use of the death penalty.

THESIS 2: CAPITAL PUNISHMENT IS BAD.


COLUMNS AND OTHER STUFF


COLUMNS• Purpose: Entertainment/humor (truth/fact), information,

indignation

• Faves: Maureen Dowd, Charles M. Blow, Leonard Pitts, Rick Reilly, Gene Weingarten

• Having a column should be a privilege. Doesn’t have to repeat every issue.

• Avoid too many: first person, sappy, cranky or cliché topics (senioritis, complaining, rah rah school spirit)


GUEST COLUMNS• You can have guest columns to have someone close to a

topic (newsmakers) explain perspective.

• Can be a standing space each issue (author changes)

• Brings additional voices to the paper.

• Students

• Teachers, administrators, counselors, staff

• Parents

• Community and alumni


OTHER STUFF• Still responsible for content of everything you publish.

• Letters

• Cartoons

• Speak out/symposium: Question, mug and quote

• Point/counterpoint

• Thumbs up/thumbs down

• Add visuals (drop caps, summaries, pulled quotes)

Logan Aimone, MJE // [email protected] // @loganaimone

QUESTIONS?

mailto:[email protected]

editorials and columns: expressing opinion in the school newspaper

Education