Unit 6: EDITORIALS

1. Unit 6: EDITORIALS

2. What is an Editorial?? • An editorial is a piece of writing that presents the newspaper’s opinion on an issue. • It is usually unsigned (compared to a letter?) • Much in the same manner of a lawyer, editorial writers build on an argument and try to persuade readers to think the same way they do. • In essence, an editorial is an opinionated/argumentative news story.

3. Editorials Have: 1. Introduction, body, and conclusion like other news stories 2. A focus on topics that are up to date and interesting. 3. Arguments from the opposing viewpoint that refute directly the same issues the writer addresses 4. The opinions of the writer delivered in a professional manner. Good editorials engage issues, not personalities, and refrain from name-calling or other petty tactics of persuasion.punch.

4. Editorials Have: 5. Alternative solutions to the problem or issue being criticized. Anyone can gripe about a problem, but a good editorial should take a pro-active approach to making the situation better by using constructive criticism and giving solutions. 6. A solid and concise conclusion that powerfully summarizes the writer's argument. Give it some punch.

5. Foreign Phrases Day 1 • Au revoir: goodbye, until we see each other again • Draw a picture that represents this foreign vocab word • Use this foreign phrase in a complete sentence that is punctuated correctly. • Avant-garde: a new, exciting, or experimental concept. • Draw a picture that represents this foreign vocab word • Use this foreign phrase in a complete sentence that is punctuated correctly.

6. Libel and Bias (Create Foldable)

7. Using the Wrong Tools • Libel and Bias are two tools that are sometimes used in writing that mislead the reader. • They are tools that shouldn’t be used and writers can be in BIG trouble for using them. • They are a lot like chewing gum at school. Writers aren’t always caught, but it still isn’t allowed.

8. Libel *Based on the picture, what do you think libel means?

9. Libel • Libel: A published false statement that is damaging to a person's reputation; a written defamation.

10. Georgia Teen Sues Two Classmates for Facebook Libel • http://digitaljournal.com/article/323834 • After reading article, turn to a partner and answer these two questions on scrap paper: • Explain why this would be considered libel? • How was this girls reputation “defamed?”

11. Libel • More examples of libel: • Examples: • If the trial is still in process, the writer may say, “O.J. Simpson allegedly killed two people.” Only AFTER the trial has ended with a final judgment can the writer say, “O.J. Simpson is guilty of killing two people. • If the interviewee said, “I accidentally ran over a skunk once,” but the article reports that he is a skunk tormentor, the writing is libelous. • If the source that the writer consulted in forming his opinion reads, “People with brown hair cry more often than those with blonde hair,” but the writer reported that “People with brown hair are generally depressed,” the writer may be accused of libel.

12. BIAS: *Based on the pictures below and previous knowledge, what do you think bias means?

13. Bias • A feeling or preference against something for unjust or silly reasons.

14. Bias • Examples of bias: • People named Sally are juvenile and immature. • It’s okay to abuse animals with stripes, but not spotted animals. • She’s at the top of her class in school, therefore she’s a geek.

15. Libel and Bias Foldable Activity (20 pts) • Libel: your own definition, picture, two examples • Bias: your own definition, picture, two examples

17. Grading Example Editorials

18. Foreign Phrases Day 2 • Bete noire: a person or thing especially dreaded or avoided • Draw a picture representing this. • C’est la vie: that’s life, that’s just how things happen • What’s a real life situation that would make you think this?

19. Hard News vs. Editorials • Draw a venn diagram on your paper. Fill out the venn diagram for Hard News and Editorials based on the examples you have in your packet! Editorials Hard News

20. Different purposes of editorials Convince the reader to follow a particular way of thinking on an issue. Interpret for readers the meaning or significance of an event or situation. Honor, commend, or congratulate Gets readers to see problem and not solution

21. HOMEWORK • Bring an example of an EDITORIAL to class tomorrow! • May be from a newspaper or magazine (if online print out)

22. Editorial Questions: • Title of article: • What is the issue the author is addressing? • What is the position/opinion of the author on the issue? • What is your personal opinion on this issue?

23. Letters to the Editor • Letters to the Editor are found in newspapers. They are written by members of the public, instead of newspaper staff, and give somebody’s opinion about a current issue. • Letters to the Editor have a similar structure to other argumentative forms of writing. • While the public can submit letters to the editor in any form they wish, we are going to stick with good argumentative form to ensure that our points are made clear! 

25. Outline for a Letter to the Editor Like a speech, letters must have a salutation. Though it won’t be spoken, it is still labeled a salutation. Example: “Dear Editor,” Letters to the Editor are usually written in response to a previous editorial, or a current issue. In the OPENING STATEMENT, the writer gives the details of what they’re referring to as well as their opinion. Ex: “In response to Wayne Smith’s letter ‘Nurseries are to blame for rainforest weeds’, I wish to say that I agree with him.” Add 1 foreign phrase… DETAILS, such as your full name, address and phone number. Most newspapers won’t print a letter unless the writer provides their personal details.

26. Respond • Respond to the editorial you brought in today by writing a Letter to the Editor.

27. Foreign Phrases 3 Carte Blanche: full discretionary power….literally means “blank page,” meaning you can start from scratch and do whatever you’d like. Activity: Draw a small, blank canvas on your paper and write words and phrases that you want to do with your future (ex. succeed, make good grades, good friend, mother, father, graduate…) YOUR future is carte blanche, a blank canvas ready for you to paint. Cause Celebre: a very controversial issue that generates public debate (literally means: celebrated case) Activity: Come up with 5 issues in the world today that are cause celebre.

28. Foreign Phrases 4 • Coup de Grace: a decisive finishing blow/attack. (“whoa man, that was too far…”) Activity: Draw a short, 3-slide comic of this taking place. • Coup d’etat: an overthrow of the government by a group Activity: Explain, in depth, a time throughout history when this has happened. • Déjà vu: something very familiar, as if you’ve experienced it before Activity: explain a time when you experienced déjà vu. What happened? Do you consider déjà vu a strange feeling? Why?

29. Foreign Phrases 5 • Enfant terrible: one whose remarks or actions caused embarrassment, or someone very odd. Activity: Describe and sketch a character in one of your favorite TV shows who is very “enfant terrible.” • Fait accompli: an accomplished fact; a thing already done Ex. The enemy's defeat was a fait accompli long before the formal surrender. Activity: Create a complete sentence using fait accompli that is punctuated correctly and watch your spelling and capitalization.

30. Journal • Share how you would react in the following situation: You and a friend have been working on a major paper for one of your classes for the past month. The night before the papers are due, you get together for an all-night editing session of looking over one another’s papers. At 1 a.m., your friend’s computer dies, and he loses his entire paper. Your friend is devastated, and he decides to download a paper off of an Internet paper site, a site where you can pay money for papers that were written by other people and turn them in as if they were written by you. How do you respond to his actions?

32. Sources: What are sources in writing? Why do we need them?

33. Ways you CAN use sources: • Quote directly from a source • Paraphrase a source • Use a source as background material to build up your own ideas • AS LONG AS YOU CITE THEM!

34. Ways you CAN’T use Sources Plagiarism presenting another person’s language or ideas as your own.

35. Ways you CAN’T use Sources • Global Plagiarism: stealing an entire speech or piece of writing from a single source and passing it off as your own. • Incremental Plagiarism: failing to give credit for individual parts of a speech or piece of writing from a single source and passing them off as your own. • Patchwork Plagiarism: stealing ideas or language from two or more sources and passing them off as your own. • Incorrect paraphrasing: restating or summarizing an author’s ideas in your own words without citing. PARAPHRASING STILL REQUIRES CITATION!

36. Joe Biden Article • In pairs, please read the article and annotate (circle) where Biden was guilty of plagiarism. • After you circle the examples of plagiarism throughout his career, draw an arrow from them and write which type of plagiarism he was guilty of in each situation. • What other decisions could Biden have made to avoid plagiarism? • Did he get away with it? • How did plagiarism effect his political career?

37. Response • On a sheet of paper, you will create your own circular chart to reveal what you learned from the online program. • You will sketch a symbol to represent plagiarism and recreate it 6 times. • In each of the 6 symbols you create you will put: • 1. A fact about plagiarism you learned • 2. How you can apply that new information to your life. What will you do or not do because of this information?

38. Plagiarism

39. Foreign Phrases 6 • Faux Pas: a social mistake “Her outfit is very faux pas.” • Activity: Describe a scenario that involves a social faux pas. • Piece de Resistance: the principle part of the meal, a showpiece item • Activity: Draw a dinner plate and label the piece de resistance!

40. My Editorial Outline • Intro: Hook, Introduce topic, Complex Thesis (points 1,2,3) • Body 1: 1st point from complex thesis and at least 1 source (can be fake) • Body 2: 2nd point from complex thesis and at least 1 source (can be fake) • Body 3: 3rd point from complex thesis and at least 1 source (can be fake) • Conclusion: Restate thesis, closing statements • USE AT LEAST 2 OF THE FOREIGN PHRASES

41. Foreign Phrases 7 • Raison d’etre: a reason for being or existing Ex. I was so in love with him that he became my raison d’etre! • Activity: What is your favorite romantic movie? Describe the situation of two characters in that movie who became the raison d’etre for each other. • Savior-faire: the ability to say or do the right thing in any situation • Activity: Describe a time where you, or someone you knew, really showed savior-faire in a situation. • Tete-a-tete: a private conversation between two people, literally means “head to head.” • Activity: Draw a visual representation of this foreign phrase, be creative!

42. Journal • Study Guide • Begin handwriting final draft • TEST TOMORROW!!!!! STUDY!!!!! • THIS IS A GREAT OPPORTUNITY TO PULL UP YOUR GRADE!!!!

43. Editorial Exam (20 questions) • Finish handwriting final draft • Both of these make up your EDITORIAL SUMMATIVE ASSESSMENT (100 points)

44. Editorial Links • http://www.teenink.com/opinion/ • http://www.usatoday.com/news/opinion/editorials/index.htm • http://seattletimes.nwsource.com/html/editorialsopinion/?from=stnv2

45. Journal What is the purpose of a thesis statement?

46. Thesis Statements: • Simple Thesis Statement: Simply your topic and your opinion about it. • Complex Thesis Statement: Your topic, your opinion, and the three reasons why you think that.

47. Chart of Topics • As a class we will create a chart of topics and various ideas for argument within those topics

48. Thesis Statements • Pick 3 topics: • Write a thesis statement and 3 reasons why you believe that thesis for 3 different topics.