WRITING A LETTER TO THE EDITOR ENG METH 3B.pptx
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This document provides instruction on writing a letter to the editor. It begins by outlining the lesson objectives of explaining the purpose of a letter to the editor, describing the characteristics, and having students write a persuasive letter. It then discusses the difference between an editor and editorial. The main content explains how to structure a letter, including writing the subject, introduction, main paragraph with your opinion and why it matters, and conclusion stating what should be done. Important reminders are given such as being concise and avoiding slang or emotional language. For homework, students are asked to identify an issue and write their own letter to the editor.
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Editorials
Guidelines, activities and scaffolds for students to learn about writing editorials. Aimed at NSW stage 5 but easily adapted for other learners.
How to write opinion in a newspapers or magazines
Opinion writing and editorials take a persuasive stance on issues, while news writing aims to be objective. Opinion pieces are separated from news stories and may not include advertisements to avoid implied endorsement. Both aim to give voice to communities, though opinion writing advocates for change. Effective editorials address important local issues, appeal directly to readers, and make an emotional case for action. They present facts to support a solution-oriented perspective under 300 words. Staff must discuss and approve editorials through majority vote. Topics should interest readers and support the paper's stance through verified facts and an engaging headline. Editorial cartoons and letters to the editor also generate discussion.
Writing For the Mass Media by James Stovall, reinforces this concept.docx
Writing For the Mass Media by James Stovall, reinforces this concept in the very first chapter,
Sit Down and Write
:
“Writers for the mass media must understand the implications of what they do. Part of the writing process is developing a sense of what it means to communicate with a mass audience. Writers should understand that they are no longer writing for an individual (an essay for an English teacher, a text message to a friend) but for a larger audience.
Nor are they writing for themselves. Much of the writing done in K-12 education is justified as a means of self-expression for students. This writing is a valuable exercise for all individuals, but the mass-media environment, self-expression ranks second to information. Audiences are interested in the writer’s information and ideas, not in how the writer feels or thinks. This fact drives the sparse, unadorned style of writing that the media demand.
Self-expression is less important partly because in most media environments writing is a collaborative effort. Several writers may work together to produce a single piece of writing. Editors—people whose job it is to read the writing of others—are employed at every level to improve the writing whenever possible. The editing process is inseparable from the writing process. Writers for the mass media must possess an active sense of integrity about what they do. This integrity serves as a regulator for their behavior, making them unwilling to accept inaccuracies or imprecision in the writing process and unable to live with less than a very high standard of personal and intellectual honesty. They must understand and assimilate the ethical standards of their profession.
Writers for the mass media also understand enough about the process of writing to know that they can always improve. They view their craft with generous humility. Every writer, no matter how experienced or talented, begins with a blank page or an empty computer screen. The writer puts the words there, and no amount of experience or talent guarantees success. A good writer is always willing to do whatever it takes to improve the craft.”
Instructions:
After reading the above direct quote from your textbook, discuss how your writing and/or perception of media writing has changed or improved during this class. Think about your progress as a media writer. What did you learn about media writing this semester? Using examples from the class and the textbook, your discussion should include the following:
What challenges did you face in learning how to write for the media? Explain.
What was the most challenging assignment? Why?
What was your favorite assignment? Why?
What chapter did you learn the most from in the book? Why?
This post is about self-reflection and growth. Tell us about how you have grown as a writer in this course.
.
A letter to the editor
A letter to the editor is a letter written by a reader to express their opinion on a recent publication or issue. It allows readers to voice complaints, suggest new ideas, or educate others. Letters are found in the first section or editorial page of newspapers. When writing a letter, include your full contact details at the top right. Stick to a word limit and avoid slang or repetition. The letter should clearly explain the issue, its importance, your viewpoint, and proposed actions. Sign off with "Yours sincerely" or "Yours faithfully".
Editorial
The document defines an editorial as the official stance of a newspaper on relevant issues intended to inform, entertain, and influence readers. It discusses the key attributes of effective editorials such as brevity, clarity, and sound reasoning. Various types of editorials are outlined including those that provide information, interpretation, criticism, commendation, argumentation, or entertainment. Guidelines are provided for writing editorials such as developing a single, limited idea; organizing arguments logically; and keeping the writing simple, direct, and forceful. The document stresses the importance of editorials in reflecting a newspaper's character and soul.
13421420.ppt
Editorials play an important role in contributing to community conversations by presenting a newspaper's opinions on issues. While some argue few people read editorials, they can spark discussion on complex topics. Editorials are written by experienced editorial writers and take positions on controversial issues to generate debate. They come in three forms: ones that explain issues, ones that evaluate situations and offer solutions, and ones that directly persuade readers. Readers can respond to editorials through letters to the editor or opinion articles to have their voices heard and continue the discussion.
Writing a Letter to the Editor
This document provides information on writing letters to the editor of newspapers or publications. It defines letters to the editor as a written way for readers to voice opinions to other readers on issues. The document explains that letters to the editor can be used to raise awareness of issues, influence public opinion or policymakers, or educate others. It provides guidance on when to write a letter, how to structure it, and tips for increasing the chances of it being published, such as keeping the letter brief and referring to local topics.
Recommended
Editorials
Guidelines, activities and scaffolds for students to learn about writing editorials. Aimed at NSW stage 5 but easily adapted for other learners.
How to write opinion in a newspapers or magazines
Opinion writing and editorials take a persuasive stance on issues, while news writing aims to be objective. Opinion pieces are separated from news stories and may not include advertisements to avoid implied endorsement. Both aim to give voice to communities, though opinion writing advocates for change. Effective editorials address important local issues, appeal directly to readers, and make an emotional case for action. They present facts to support a solution-oriented perspective under 300 words. Staff must discuss and approve editorials through majority vote. Topics should interest readers and support the paper's stance through verified facts and an engaging headline. Editorial cartoons and letters to the editor also generate discussion.
Writing For the Mass Media by James Stovall, reinforces this concept.docx
Writing For the Mass Media by James Stovall, reinforces this concept in the very first chapter,
Sit Down and Write
:
“Writers for the mass media must understand the implications of what they do. Part of the writing process is developing a sense of what it means to communicate with a mass audience. Writers should understand that they are no longer writing for an individual (an essay for an English teacher, a text message to a friend) but for a larger audience.
Nor are they writing for themselves. Much of the writing done in K-12 education is justified as a means of self-expression for students. This writing is a valuable exercise for all individuals, but the mass-media environment, self-expression ranks second to information. Audiences are interested in the writer’s information and ideas, not in how the writer feels or thinks. This fact drives the sparse, unadorned style of writing that the media demand.
Self-expression is less important partly because in most media environments writing is a collaborative effort. Several writers may work together to produce a single piece of writing. Editors—people whose job it is to read the writing of others—are employed at every level to improve the writing whenever possible. The editing process is inseparable from the writing process. Writers for the mass media must possess an active sense of integrity about what they do. This integrity serves as a regulator for their behavior, making them unwilling to accept inaccuracies or imprecision in the writing process and unable to live with less than a very high standard of personal and intellectual honesty. They must understand and assimilate the ethical standards of their profession.
Writers for the mass media also understand enough about the process of writing to know that they can always improve. They view their craft with generous humility. Every writer, no matter how experienced or talented, begins with a blank page or an empty computer screen. The writer puts the words there, and no amount of experience or talent guarantees success. A good writer is always willing to do whatever it takes to improve the craft.”
Instructions:
After reading the above direct quote from your textbook, discuss how your writing and/or perception of media writing has changed or improved during this class. Think about your progress as a media writer. What did you learn about media writing this semester? Using examples from the class and the textbook, your discussion should include the following:
What challenges did you face in learning how to write for the media? Explain.
What was the most challenging assignment? Why?
What was your favorite assignment? Why?
What chapter did you learn the most from in the book? Why?
This post is about self-reflection and growth. Tell us about how you have grown as a writer in this course.
.
A letter to the editor
A letter to the editor is a letter written by a reader to express their opinion on a recent publication or issue. It allows readers to voice complaints, suggest new ideas, or educate others. Letters are found in the first section or editorial page of newspapers. When writing a letter, include your full contact details at the top right. Stick to a word limit and avoid slang or repetition. The letter should clearly explain the issue, its importance, your viewpoint, and proposed actions. Sign off with "Yours sincerely" or "Yours faithfully".
Editorial
The document defines an editorial as the official stance of a newspaper on relevant issues intended to inform, entertain, and influence readers. It discusses the key attributes of effective editorials such as brevity, clarity, and sound reasoning. Various types of editorials are outlined including those that provide information, interpretation, criticism, commendation, argumentation, or entertainment. Guidelines are provided for writing editorials such as developing a single, limited idea; organizing arguments logically; and keeping the writing simple, direct, and forceful. The document stresses the importance of editorials in reflecting a newspaper's character and soul.
13421420.ppt
Editorials play an important role in contributing to community conversations by presenting a newspaper's opinions on issues. While some argue few people read editorials, they can spark discussion on complex topics. Editorials are written by experienced editorial writers and take positions on controversial issues to generate debate. They come in three forms: ones that explain issues, ones that evaluate situations and offer solutions, and ones that directly persuade readers. Readers can respond to editorials through letters to the editor or opinion articles to have their voices heard and continue the discussion.
Writing a Letter to the Editor
This document provides information on writing letters to the editor of newspapers or publications. It defines letters to the editor as a written way for readers to voice opinions to other readers on issues. The document explains that letters to the editor can be used to raise awareness of issues, influence public opinion or policymakers, or educate others. It provides guidance on when to write a letter, how to structure it, and tips for increasing the chances of it being published, such as keeping the letter brief and referring to local topics.
Article writing
An article is a written piece intended for a wide audience that aims to inform readers on a topic and potentially influence public opinion. The document provides guidelines for writing effective articles, such as having a clear objective, gathering relevant information, using a logical structure of paragraphs, and employing an engaging style to attract and hold readers' attention. Key tips include using a catchy title, facts, questions, opinions, examples, clear organization, and a strong conclusion.
English 101 week 1
This document provides an agenda and overview for Week 1, Session 2 of an English 101 class. It includes:
1. An activity where students will share pictures and write letters describing their classmate's image.
2. Instructions for accessing required digital articles and reserving readings.
3. A discussion of genre-based writing and analyzing different writing genres.
4. An introduction to Cultural Historical Activity Theory (CHAT) and how it teaches students to understand genres and how people use cultural resources.
5. An assignment where students will map their own writing process for an academic and non-academic text.
Summary ppt
The document provides steps for writing a summary and examples. It discusses summarizing an article by identifying the author, title, and main idea in the first sentence. The next sentences should explain the supporting points in the article by giving 1-2 details for each. The summary should be written in the author's tone and style using signal phrases to introduce details. An evaluation of the article can then be added commenting on whether the ideas were developed and supported, the writing style, and whether it would be recommended to others.
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Editorial writing
The document provides an overview of editorial writing for newspapers. It explains that editorials state a newspaper's opinions on issues and appear on the editorial page along with columns and cartoons. The editorial board, comprised of editors, decides the stances taken in editorials. There are three main types of editorials: those that explain issues, those that evaluate actions/situations, and those that persuade readers. The document also discusses involving readers through letters to the editor and opinion features.
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This document provides information about climate change to educate a general audience. It is structured to first present the scientific facts about climate change in a clear way for non-experts to understand. Diagrams and other visual elements help illustrate complex topics. The text achieves its goal of raising awareness about the serious effects of climate change while empowering readers with knowledge of small actions they can take to help address this global issue.
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This document provides information about climate change to educate a general audience. It is structured to first present the scientific facts about climate change in a clear way for non-experts to understand. Diagrams and visuals are used to illustrate complex concepts. The text achieves its goal of raising awareness about the severity of climate change and the need for action through its accessible presentation of evidence from climate science. It seeks to inform readers about how human activity is causing dangerous warming of the planet that threatens society and the environment.
Climate change the facts
This document provides information about climate change for a general audience. It is structured to first outline objectives and what is already known about the topic. It then guides the reader through an initial reading, more in-depth analysis, and annotation of the text. Groups discuss different aspects of how the writer presents the topic scientifically yet accessibly. Finally, readers practice writing about the text and giving speeches on climate change facts and actions people can take. The overall goal is to help readers understand and communicate about this important issue.
Climate change the facts
This document provides information about climate change to educate a general audience. It is structured to first present the scientific facts about climate change in a clear way for non-experts to understand. Diagrams and visuals are used to illustrate complex concepts. The text achieves its goal of raising awareness about the severity of climate change and the need for action through its accessible presentation of evidence from climate science without oversimplifying the issues. It effectively conveys the message that climate change poses a serious global threat.
Critique writing article
The document provides guidance on how to write an effective critique. It explains that a critique is a critical assessment of a book or article that comments on what is working well and offers constructive criticism. It recommends reading the piece multiple times and taking notes to gain different insights. The suggested critique format is to firstly summarize the piece, secondly point out its strengths, and thirdly respectfully provide examples to support criticisms for improvement. The document outlines questions to consider regarding the content, organization, style, interest, and research of the piece being critiqued.
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Letter to editor
The document provides information on writing letters to the editor. It explains that letters to the editor allow readers to voice their opinions on issues to a wider audience. The document outlines tips for writing effective letters, including grabbing the reader's attention in the opening sentence, clearly stating the purpose and importance of the issue, providing evidence to support any claims, stating what should be done, and keeping the letter brief. Readers are also advised to include their contact information when signing off.
Academy ol Management Review2012. Vol. 37. No. 4. 490-501..docx
* Academy ol Management Review
2012. Vol. 37. No. 4. 490-501.
hltp*dx.doi.org/10.M65/amr.2012.0165
EDITOR'S COMMENTS:
REFLECTIONS ON THE CRAFT OF
CLEAR WRITING
Writing is hard work. A clear sentence is no ac-
cident. Very few sentences come out right the first
time, or even the third time. Remember this in
moments of despair. If you find that writing is
hard, it's because it is hard (Zinsser, 2006: 9).
Most of us struggle with our writing. We
thrash and hack our way through paragraphs,
writing and editing and rewriting until we think
we've made some progress on that God-for-
saken manuscript. The next morning we turn on
the computer, read the file, and realize that our
work of art is a muddled mess. We curse, hit the
delete key, and start again. It can be a frustrat-
ing process, particularly for theory papers,
which are all about the writing.
But we hang in there. We finish the manu-
script and submit it to AMR. We wait. We wait
some more. We get the reviews. The rejection
stings, but the reviewer's comments are worse:
"I'm puzzled a s to what exactly you are trying to
accomplish here." "The first twenty-three pages
are an endless literature review." "I had to read
several pages into the manuscript to get a hint
about what you are trying to achieve." "What
exactly is this paper about? After reading it
twice, I'm still not sure."^
We open the freezer and reach for the Häagen-
Dazs. We think, "What is wrong with these re-
viewers? Why couldn't they understand the
point of my manuscript? It was so c l e a r . . . or
was it?"
The first challenge of clear writing is to un-
derstand your reader. With this in mind, I polled
current and past AMR board members, associate
editors, editors, and special issue reviewers to
Many thanks to the AMB reviewers who shared their per-
sonal reflections and insights on the craft of clear writing. I
also thank the editor, associate editors, and my doctoral
students (Dianne Murphy and Kyle Ehrhardt) for their com-
ments and suggestions on earlier drafts of this manuscript.
Most of all, I thank my husband, Erik Thelen, for encouraging
me to write this essay and for being my sounding board
throughout the process.
' These are actual reviewer comments that were shared
by one of the reviewers who participated in the infor-
mal poll.
get their insights and recommendations on the
craft of clear writing, particularly as it applies to
theoretical articles. I asked them to share (1)
their peí peeves about the writing style, organi-
zation, and presentation of theoretical manu-
scripts; (2) their thoughts on why authors engage
in poor writing practices; and, perhaps most im-
portant, (3) their advice and iecommendations
for writing clear theoretical articles. This simple
request opened a floodgate: sixty-seven review-
ers responded with over a hundred pages of
advice and reflections on the craft of writing.
I've selected a few of the most common themes
and practical recommendations, which I hope
you find interesting ...
Editorial Writing
The document provides guidance on writing editorials for a student newspaper. It explains that editorials state the newspaper's opinions on issues and appear on the editorial page along with columns and cartoons. The editorial board, comprised of editors and staff, determines the stances taken in editorials. There are three main types of editorials: ones that explain issues, ones that evaluate actions/situations, and ones that persuade readers by offering solutions. It is important for editorials to engage readers through letters to the editor and opinion features to encourage discussion.
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Summary
The document provides guidance on how to write a summary in 3 steps: 1) Preview the material and identify key questions; 2) Read the material and take notes, focusing on the 5Ws; 3) Rewrite the main ideas in your own words without looking at the original. It emphasizes focusing on the most important elements, using a conversational tone, and pretending to tell a friend about the article in a brief manner. Key aspects to include are the author, title, main argument, and one or two supporting points explained in separate sentences. An evaluation of the article can also be provided to give the reader insight.
Text types
This document provides information about various text types that could be used for a written task 1, including letters to the editor, blogs, opinion columns, speeches, magazine articles, and news reports. It outlines key defining features and structural elements of each text type, as well as advantages and disadvantages of using different types for a written assessment. The document aims to help students choose an appropriate text type and understand conventions for composing texts in that genre.
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Jemison, MacLaughlin, and Majumder "Broadening Pathways for Editors and Authors"
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An article is a written piece intended for a wide audience that aims to inform readers on a topic and potentially influence public opinion. The document provides guidelines for writing effective articles, such as having a clear objective, gathering relevant information, using a logical structure of paragraphs, and employing an engaging style to attract and hold readers' attention. Key tips include using a catchy title, facts, questions, opinions, examples, clear organization, and a strong conclusion.
English 101 week 1
This document provides an agenda and overview for Week 1, Session 2 of an English 101 class. It includes:
1. An activity where students will share pictures and write letters describing their classmate's image.
2. Instructions for accessing required digital articles and reserving readings.
3. A discussion of genre-based writing and analyzing different writing genres.
4. An introduction to Cultural Historical Activity Theory (CHAT) and how it teaches students to understand genres and how people use cultural resources.
5. An assignment where students will map their own writing process for an academic and non-academic text.
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The document provides steps for writing a summary and examples. It discusses summarizing an article by identifying the author, title, and main idea in the first sentence. The next sentences should explain the supporting points in the article by giving 1-2 details for each. The summary should be written in the author's tone and style using signal phrases to introduce details. An evaluation of the article can then be added commenting on whether the ideas were developed and supported, the writing style, and whether it would be recommended to others.
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Editorial writing
The document provides an overview of editorial writing for newspapers. It explains that editorials state a newspaper's opinions on issues and appear on the editorial page along with columns and cartoons. The editorial board, comprised of editors, decides the stances taken in editorials. There are three main types of editorials: those that explain issues, those that evaluate actions/situations, and those that persuade readers. The document also discusses involving readers through letters to the editor and opinion features.
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This supplementary material aims at helping you improve your writing skills considering personal letters.
Climate change the facts
This document provides information about climate change to educate a general audience. It is structured to first present the scientific facts about climate change in a clear way for non-experts to understand. Diagrams and other visual elements help illustrate complex topics. The text achieves its goal of raising awareness about the serious effects of climate change while empowering readers with knowledge of small actions they can take to help address this global issue.
Climate change the facts
This document provides information about climate change to educate a general audience. It is structured to first present the scientific facts about climate change in a clear way for non-experts to understand. Diagrams and visuals are used to illustrate complex concepts. The text achieves its goal of raising awareness about the severity of climate change and the need for action through its accessible presentation of evidence from climate science. It seeks to inform readers about how human activity is causing dangerous warming of the planet that threatens society and the environment.
Climate change the facts
This document provides information about climate change for a general audience. It is structured to first outline objectives and what is already known about the topic. It then guides the reader through an initial reading, more in-depth analysis, and annotation of the text. Groups discuss different aspects of how the writer presents the topic scientifically yet accessibly. Finally, readers practice writing about the text and giving speeches on climate change facts and actions people can take. The overall goal is to help readers understand and communicate about this important issue.
Climate change the facts
This document provides information about climate change to educate a general audience. It is structured to first present the scientific facts about climate change in a clear way for non-experts to understand. Diagrams and visuals are used to illustrate complex concepts. The text achieves its goal of raising awareness about the severity of climate change and the need for action through its accessible presentation of evidence from climate science without oversimplifying the issues. It effectively conveys the message that climate change poses a serious global threat.
Critique writing article
The document provides guidance on how to write an effective critique. It explains that a critique is a critical assessment of a book or article that comments on what is working well and offers constructive criticism. It recommends reading the piece multiple times and taking notes to gain different insights. The suggested critique format is to firstly summarize the piece, secondly point out its strengths, and thirdly respectfully provide examples to support criticisms for improvement. The document outlines questions to consider regarding the content, organization, style, interest, and research of the piece being critiqued.
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The document provides information on writing letters to the editor. It explains that letters to the editor allow readers to voice their opinions on issues to a wider audience. The document outlines tips for writing effective letters, including grabbing the reader's attention in the opening sentence, clearly stating the purpose and importance of the issue, providing evidence to support any claims, stating what should be done, and keeping the letter brief. Readers are also advised to include their contact information when signing off.
Academy ol Management Review2012. Vol. 37. No. 4. 490-501..docx
* Academy ol Management Review
2012. Vol. 37. No. 4. 490-501.
hltp*dx.doi.org/10.M65/amr.2012.0165
EDITOR'S COMMENTS:
REFLECTIONS ON THE CRAFT OF
CLEAR WRITING
Writing is hard work. A clear sentence is no ac-
cident. Very few sentences come out right the first
time, or even the third time. Remember this in
moments of despair. If you find that writing is
hard, it's because it is hard (Zinsser, 2006: 9).
Most of us struggle with our writing. We
thrash and hack our way through paragraphs,
writing and editing and rewriting until we think
we've made some progress on that God-for-
saken manuscript. The next morning we turn on
the computer, read the file, and realize that our
work of art is a muddled mess. We curse, hit the
delete key, and start again. It can be a frustrat-
ing process, particularly for theory papers,
which are all about the writing.
But we hang in there. We finish the manu-
script and submit it to AMR. We wait. We wait
some more. We get the reviews. The rejection
stings, but the reviewer's comments are worse:
"I'm puzzled a s to what exactly you are trying to
accomplish here." "The first twenty-three pages
are an endless literature review." "I had to read
several pages into the manuscript to get a hint
about what you are trying to achieve." "What
exactly is this paper about? After reading it
twice, I'm still not sure."^
We open the freezer and reach for the Häagen-
Dazs. We think, "What is wrong with these re-
viewers? Why couldn't they understand the
point of my manuscript? It was so c l e a r . . . or
was it?"
The first challenge of clear writing is to un-
derstand your reader. With this in mind, I polled
current and past AMR board members, associate
editors, editors, and special issue reviewers to
Many thanks to the AMB reviewers who shared their per-
sonal reflections and insights on the craft of clear writing. I
also thank the editor, associate editors, and my doctoral
students (Dianne Murphy and Kyle Ehrhardt) for their com-
ments and suggestions on earlier drafts of this manuscript.
Most of all, I thank my husband, Erik Thelen, for encouraging
me to write this essay and for being my sounding board
throughout the process.
' These are actual reviewer comments that were shared
by one of the reviewers who participated in the infor-
mal poll.
get their insights and recommendations on the
craft of clear writing, particularly as it applies to
theoretical articles. I asked them to share (1)
their peí peeves about the writing style, organi-
zation, and presentation of theoretical manu-
scripts; (2) their thoughts on why authors engage
in poor writing practices; and, perhaps most im-
portant, (3) their advice and iecommendations
for writing clear theoretical articles. This simple
request opened a floodgate: sixty-seven review-
ers responded with over a hundred pages of
advice and reflections on the craft of writing.
I've selected a few of the most common themes
and practical recommendations, which I hope
you find interesting ...
Editorial Writing
The document provides guidance on writing editorials for a student newspaper. It explains that editorials state the newspaper's opinions on issues and appear on the editorial page along with columns and cartoons. The editorial board, comprised of editors and staff, determines the stances taken in editorials. There are three main types of editorials: ones that explain issues, ones that evaluate actions/situations, and ones that persuade readers by offering solutions. It is important for editorials to engage readers through letters to the editor and opinion features to encourage discussion.
TBW_ASG2.pptx
This document discusses expository writing. It begins by defining expository writing as explaining or analyzing information to instruct or enlighten. It then provides an outline covering the history, theory, scope, features, types, and challenges of expository writing. The main features are that expository writing should be informative, clear, focused on the topic, avoid personal views, and present information objectively. Common types include problem-solution, cause-effect, compare-contrast, definition-classification, and process. Challenges include developing creativity and avoiding literalness. Solutions include taking online or traditional writing courses and practicing writing daily while incorporating feedback.
Summary
The document provides guidance on how to write a summary in 3 steps: 1) Preview the material and identify key questions; 2) Read the material and take notes, focusing on the 5Ws; 3) Rewrite the main ideas in your own words without looking at the original. It emphasizes focusing on the most important elements, using a conversational tone, and pretending to tell a friend about the article in a brief manner. Key aspects to include are the author, title, main argument, and one or two supporting points explained in separate sentences. An evaluation of the article can also be provided to give the reader insight.
Text types
This document provides information about various text types that could be used for a written task 1, including letters to the editor, blogs, opinion columns, speeches, magazine articles, and news reports. It outlines key defining features and structural elements of each text type, as well as advantages and disadvantages of using different types for a written assessment. The document aims to help students choose an appropriate text type and understand conventions for composing texts in that genre.
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- 1. WELCOME TO TODAY’S LESSON MS S XOSA
- 2. WRITING A LETTER TO THE EDITOR
- 3. LESSON OUTCOMES At the end of the lesson you should be able to : Explain the purpose of writing a letter to the Editor Know all characteristics of a letter to the editor Learners should be able to write a persuasive letter to the editor that effectively communicates your opinions and encourage action
- 4. ACTIVITY LOOK AT THE ENVELOPE Guess what is inside it What do you think today’s lesson is about ?
- 5. What is the difference between a editor and a editorial An Editor is a person who is in charge of and determines the final content of a newspaper or a magazine , an editor polishes and refines a story. An Editorial is a piece of writing it , what we read in newspapers are editorials
- 6. LET’S UNPACK THE STRUCTURE OF A LETTER TO THE EDITOR
- 8. How to structure a letter to the press SUBJECT ( Write the reason for the complaint ) For example : BIASED JOURNALISM IS THE REAL REASON WHY EDUCATION IS IN TROUBLE INTRODUCTION ( Briefly outline the problem ) For example : I was enraged when I saw the article entitled “ Teachers are lazy “ ( People Voice , 23 April 2018) as the journalist could to have been further from the truth.
- 9. How to structure a letter to the editor Cont.. MAIN PARAGRAPH ( State exactly what upset you , why it had upset you and how it made you feel ) State the issue immediately and clearly Criticise another writer’s points logically and calmly but be constructive End with a question or a memorable statement
- 10. Cont.. CONCLUSION ( State what you would like to see done about the situation but do not directly call on the editor to rectify the situation if it is beyond their control ) For example : I would be nice if teachers are appreciated and supported more by society than being misrepresented by journalists who themselves are too lazy to get their facts straight .
- 11. Important things to remember Don’t use slang and colloquial language Contractions , Abbreviations and acronyms Unsubstantiated accusations , threats , cliches or emotional language Style : The intended audience should understand what is communicated Letter must be clear and straight forward It must be concise and to the point
- 12. WE HAVE REACHED THE END OF OUR LESSON WHAT NEW DISCOVERIES DID YOU MAKE ? HOMEWORK : Think about a problem in your community or the world that you feel strongly about and write a letter to the editor