Competency 3: Produces text for personal and social

reasons

Mr. Wilson

In terms of style???•Makes the idea interesting•Get the information right!•Keep the writing FRESH.

You need to be able to recognize: News Article Editorial Letters to the Editor Feature Article

Then you will have to…• Deal with CONTEMPORARY ISSUES• Demonstrate “Bias” or “Spin” in an article.

Foundation:• News Article• Editorial

Proficiency:• Feature Article• Analysis / Comment• Opinion Column

Reports on Events and Issues Is timely and has a short “Shelf-Life” Answers the “5 W’s”

Who What When Where hoW

Structured as an inverted pyramid!

Comments on topical, timely event or issue.

Takes a stance. Aims to convince people to act or

think a certain way. Is structured with an introduction,

development and directive.

Explores in more depth an event, issue or personality.

Aims to amuse, provoke thought, inform or challenge.

Has a clear beginning, middle and an ending.

Circular = like the image of a necklace.

Shows flair in the writing!

Discusses and interprets an event, issue or a personality.

Takes a stance. Aims to provoke though, inform,

challenge. Is structured with a clear beginning,

middle and an ending.

How is this different from an Editorial?

According to Reuter’s:• An ANALYSIS stems from the writer’s

authority and expertise in the subject area, but is not a vehicle for personal view (see Opinion Column).

• An ANALYSIS should pursue an angle or a line of argument based on facts and data.

Adapted from Reuter’s Handbook for Journalism

Takes a stance. Allows the writer to be part of the

article. Aims to influence the reader through

logic, wit and/or humour. Is structured with a clear beginning,

middle and an ending. Requires a strong writer’s voice, with

lots of flair and personality.

In Secondary V, students should:• Select topics of political interest.• Address unfamiliar and familiar audiences.• Manipulate codes and conventions for

deliberate effect.• Assume a range of stances.• Consolidate revision and editing techniques.

Adapted from the Scales of Competency Levels

Secondary School Education

Cycle Two

The Student: Uses specific characteristics of a target audience

to craft a production. Uses suitable codes and conventions of the form. Compares the impact of various forms of text. Respects the language conventions to develop a

quality production. Consults a variety of sources to support

production and revision. Revises productions to better communicate a

message.

Activity Collect an example an each of the 5

types of articles we just discussed in the newspaper.

For each article – summarize the main idea and which points in the text make it a News Article, Editorial, Feature Article, Analysis / Comment, or an Opinion Column.

Play particular attention to the structure!