In my pre-teaching life, I studied journalism and did freelance work for different publications, including writing editorials. I love reading and knowing the news and I think it’s important to know about the world around us. So when I turned to teaching as a career, it was important to me to incorporate news and media generally in ways that were poignant and helpful for students. I wanted them to gain an understanding of the wider world and the lens through which the news is shared.
Importance of Media Literacy
Media literacy is one of the most important lessons we can include in our courses in order to urge students to be active and engaged in the world.
For many teachers, there are limited opportunities to include an entire media unit or to incorporate extended lessons into understanding contemporary media. However, one way I like to do it is by mixing it with an already-established aspect of what I’m teaching.
You could use editorials as part of a persuasive writing unit. Editorials are after all opinion-based. Another option is to use editorials as part of a research-focused activity. Editorials should include facts from reliable sources to support the opinion.
Writing Editorials Lesson Overview
Here’s how you can teach your students about one facet of media literacy–writing editorials.
Introducing editorials.
Define what they are and explain the four types: critical, interpretive, persuasive, and praising. Review editorial structure: introduction, argument and evidence, counterargument and refutation, and conclusion.
Examining editorials.
Look to local, national, and international media to pull editorials that are relevant to your student population. Choose 3-4 and give students choice. To study editorials explore the following:
- What type of editorial is this? (This helps to establish the author’s goal/purpose.)
- Identify the structural elements.
- What is the opinion being shared in the editorial? How do you know?
- Where is this publication on the media bias chart? (You can extend the lesson with activities focused on media bias too. Check out this lesson.)
- Is the editorial “successful” in its goal(s)? How so?
- What is your opinion of this editorial’s opinion?
Brainstorming topics.
After analysis, shift to a task that requires students to apply their knowledge of editorials.
OPTION 1: Have students brainstorm some issues they’re interested in learning more about. In small groups, students can record their shared ideas into three categories: local, national, or international.
OPTION 2: Provide a list of relevant topics as a baseline. Students, with approval, can still choose something off the list. For some having a go-to list is helpful.
Writing editorials.
Have students write their own editorial using brainstormed topics. This can be done with provided research sources or get students to complete their own research. Students can apply their new media knowledge in the creation of their own editorials.
Reflecting post-task.
As part of the evaluative process, ask students to complete the same questions they used to examine the first published editorial, minus the last, for their own editorials.
Extending the activity.
Re-distribute students’ editorials and have them do a peer evaluation with the same questions. To keep some anonymity use editorials without student names attached.
Get your own ready-made week-long editorial analysis and writing unit to save yourself time!
Introduce students to the type and structure of editorials, then have them further assess and investigate before writing their own editorials. It includes complete teacher notes for day-to-day delivery, instructions, and answer sheets, plus extension activities to add dimension or to extend lessons.
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