The Editorial pages provide a section which allows a member of the community to speak his or her mind which is a privilege for each person who lives in a free society. Freedom of Speech and Freedom of the Press should never be taken for granted, but exercised as frequently as necessary. This feature is the
Letters To The Editor
section. Later units will focus on writing to express yourself by saying exactly what you feel. The following exercise will point out the different reasons why we would want to be heard.
ANSWER THE FOLLOWING QUESTIONS USING THE FOUR LETTERS TO THE EDIITOR ON THE NEXT PAGE
1.
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Which letter is written to say something positive about members of the community? Write the title.
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2.
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Which letter was written to make a correction of a previous news article? Write the title.
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3.
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Which letter was written to garner public support for a cause? What is the cause?
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4.
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Which letter urges immediate action be taken? What is that action? Write the title.
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5.
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Which letter has an incorrect title inaccurately written by the newspaper? Why is the title wrong?
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(figure available in print form)
(figure available in print form)
LETTERS TO THE EDITOR
1
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Is this a news article?
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2.
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Does it express an opinion? If so, what is that opinion?
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3.
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Why did the writer submit this letter?
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4.
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Who is the intended audience?
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5.
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What does the writer want his letter to accomplish?
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6.
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What facts are presented in the letter?
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7.
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How persuasive do you feel that this letter is?
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8.
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What major error was made by the newspaper in printing this letter?
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9.
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Write an appropriate headline for the letter.
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10.
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Write a 35 paragraph letter to the Editor expressing your opinion about an issue that concerns you.
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UNIT—ACTIVITY 2
Read the editorials on the Editorial page and make two lists for each. In your first list write all statements that are facts and in the second write the opinions. You may have to think carefully about some of the sentences. Compare the number of facts with the number of opinions. Determine if each editorial is supported more by facts or opinions. Decide which one relies more heavily on facts. Which one relies primarily on opinions? Remember, a good editorial uses an equal proportion of facts and opinions. If one going to outweigh the other, let it be the facts.
UNIT—ACTIVITY 3
Choose one of the letters from the Letters to the Editor section and take the opposite position. Read it well in order to respond to it effectively. Use facts to support your position. Students will read their rebuttals and the class will discuss the merits of effectiveness for each one.
UNIT—ACTIVITY 4
Collect the editorials printed during the week. Have the class decide on which
one
it would like to redress. Each student will then write three statements of fact and three of opinion. A committee of six students will then assimilate the material and compose a written editorial to send to the newspaper for publication.