Writing a Letter to the Editor

Writing a Letter to the Editor
When you are writing a letter to the editor of a newspaper you are engaging in a type of persuasive
writing. Persuasive writing attempts to convince the reader that the point of view recommended by
the writer is valid, meaning that it is convincing, logical, and well supported.
Deciding on a Topic
People usually write letters to the editor in response to an article or editorial (opinion piece) they
have read in the newspaper. The first step to writing a letter to the editor is to find a newspaper story
you are interested in concerning an issue that you have an opinion about. It must be a story where
the writer expresses his or her views about an issue that has both pros and cons. A story summarizing
what happened at a hockey game is not suitable, for example, because it contains undisputable facts.
A story arguing that professional hockey has become too violent and penalties for fighting should be
more severe, however, presents an opinion with which you may agree or disagree. Before beginning
your letter, you must have a clear idea of the opinion and argument made by the writer of the article
you are responding to. Ask yourself the following questions:
•
What is the writer’s thesis or central idea?
•
Does the writer make a logical argument?
•
Is there sufficient evidence to develop and support the thesis?
•
What is the writer’s evidence?
Make point form notes identifying the thesis and main evidence in the article. Then think about
whether you agree or disagree with the writer’s argument and why you do or do not.
Writing the Letter
Address your letter to the editor of the newspaper. Begin the letter by identifying the article or
editorial you are responding to. Then clearly define your position about the issue in one sentence.
This is your thesis statement. This statement directs the reader to the conclusion that you want the
reader to support. In the same introductory paragraph, state the three best reasons that you have to
support your position. These reasons become the topics of each of the three supporting paragraphs.
Be sure they can be supported with additional separate and specific facts. Do not make sweeping
statements such as, “All students hate the idea of wearing school uniforms,” because there are
obviously some students who will not feel this way.
In the body of the letter, use specific evidence, examples, and statistics to persuade the reader
that your stated position is a valid one. Do not make up facts. Stick with the truth. If you are stating
your feelings, and those of your friends, explain why you have those feelings. Do not resort to
name-calling, as that just lessens the strength of your position. Each topic sentence for the support
paragraphs has been introduced in the first paragraph. Each additional sentence must closely relate
to the topic and the sentence that came before it. This way, the logic of the argument is easy to
follow.
As you are writing, think over each and every sentence. Be sure that it is strong and factual.
Avoid making your paragraphs simply a list of reasons by varying your sentence structure. Use
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adequate transitions between paragraphs as they make it easy for the reader to follow the logic of your
argument. Thinking at this stage of the writing really cuts down on the time and need for revision
in your writing. Each sentence will fit well into the paragraph if you follow these suggestions.
In a letter to the editor, the summary ending is very important. As you close the letter, it is
important to clearly restate your most compelling evidence. You must do so without being repetitious
and rewriting the introductory paragraph. Use originality and make the reader feel that your position
is the logical one. Do not introduce new material in the conclusion. Remember, this is the last chance
to remind the reader and convince him/her to accept your position.
When you are finished, be sure that there are no errors. Check for spelling, punctuation, verb
agreement, incorrect pronoun reference, and confusing tense shifts. Correct any that you find.
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School Uniforms (Original Editorial)
In an effort to address violence in our schools, many parents, teachers, and school officials
have come to see school uniforms as a positive way to reduce discipline problems and
increase school safety. Those who are in favour of uniforms argue that the children
who wear them will experience many benefits. I disagree with this position. I feel that
the use of uniforms will strip identity, stifle creativity, and unnecessarily burden the
families who cannot afford to buy them for their children. Moreover, wearing uniforms
will not stop students from bullying and teasing their classmates.
The use of uniforms has already been implemented in several long-standing social
environments. The penal system uses uniforms to brand those persons who are
incarcerated. Likewise, the military also uses them to separate and remove the
individualism inside of the soldier. In both cases, individual identity is stripped away
and the subject is forced to conform to the same outward appearance as every other
subject. Implementation of school uniforms will suppress the individual’s creativity and
expression. Many students express who they are through the way they dress. If a teenager
wants to show the rest of the world that he believes in environmental causes, for example,
then he or she might wear a t-shirt that states this. Students should be encouraged to
express themselves, not be forced to conform like soldiers or criminals.
Uniforms will unnecessarily burden those families of limited resources. Many lowincome families do not have the money available to furnish uniforms to their children.
They can barely make ends meet with the help of charities and social programs. It is
unfair to make uniforms a requirement for attending school. Education is more important
than clothing.
Uniforms will not stop discipline problems in the school; in fact they will create a
whole new category of discipline problems. Children will get in trouble for what they
are wearing. In schools that have adopted uniform policies, detentions and suspensions
have gone up. This does not help children learn. It also takes valuable time from teachers
and administrators. Implementing mandatory school uniforms can be dangerous because
it provides the community with a false sense of security. It is like putting a small
bandage on an enormous wound, instead of attempting to find ways to truly deal with
the bleeding. If our society is to ever get past bigotry and prejudices, it is imperative
that students learn to accept people who do not dress like them. Children should not be
teased, period. Dressing everyone alike does not eliminate teasing. In fact, it sends the
message that we should all strive to be the same, rather than recognizing, respecting,
and celebrating differences.
School uniforms should not be implemented in the public school system for the above
reasons. Not only will they meld the individual into the mass, and place an unfair financial
burden on poor families, they do nothing to address the causes of school violence If the
school boards are sincere about wanting to makes schools safer, they must address the
root problems of violence, not just attempt to make children look alike.
Brenda Mason
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Sample Student Writing
Letter to the Editor (Doesn’t Meet Expectations)
I am going to prove why students should wear uniforms. Without uniforms students aren’t disciplined
and don’t have self-confidence. I always see other people wear the same clothes every two days. As
for me I have about seven pairs of clothes. I hate having to decide what to wear every day. I would
love to wake up and just put a uniform on.
My argument; sometimes I don’t like wearing different clothes. For instance you might just want
to wear something cool. But you already wore that yesterday. I would like my school to support
uniforms. This would show other schools that we are just one team. It conveys a message that we
are united as a team. A well-mannered school.
Moreover, there is no distinction. For instance, uniforms are basically what people would wear to
school every day. Rich kids look the same as poor kids. No one can tell between them with uniforms.
This would raise self-confidence. Therefore, there is no distinction. Rich or poor is melted into just
students.
In all fairness, one may say that uniforms degrade our basic individuality. The question is that do
we need to express our liberty at school? We need to ask the question what is important? We go to
school to learn. If wearing uniforms will help us in this goal then we must wear uniforms. History
dictates wearing uniforms is for unity. Unity is a means of uniting the people to be one unit. If we
feel as one unit we can help each other to succeed in our daily tasks.
Letter to the Editor (Meets Expectations Minimal Level)
I don’t agree with Brenda Mason when she says uniforms are a bad idea. I think that wearing school
uniforms would be a good idea for students. The school would work better if people conformed more,
like they do in the military. I believe uniforms would improve students’ behaviour, be cheaper than
buying brand-name clothing, and get students more focused on their education than fashion.
Children who dress alike behave better. Rich students won’t tease poor students about not having cool
clothes. This means there will be less fights. Making students wear uniforms will also improve the
self-esteem of students and boost school spirit. Kids feel better about themselves and their school if
they aren’t worrying about whether they look cool and they all look like they fit in. Wearing uniforms
kids would no longer have to worry about being teased for their geeky clothes.
In addition, school uniforms are generally cheaper than brand-name clothing. Lots of students now
feel they have to wear shoes and clothes that cost more than $100 a piece. Students often try to
compete with others to have the most expensive shoes and the most trendy clothing. Some kids will
steal, just so they can wear the right stuff. School uniforms eliminate all these problems, and when
students wear them no one can tell who is rich or poor.
With school uniforms students could concentrate on the major reason for being in school in the
first place to learn something. School isn’t supposed to be a fashion show. Many students put too
much emphasis on fashion and not enough on their education. Students would no longer waste time
deciding what to wear in the morning. There wouldn’t be arguments with their parents over scanty
halter-tops and other skimpy clothes.
If schools had dress codes there would be less teasing and fighting, parents would save money, and
students would pay more attention to their classes than their clothes. Why is the military more efficient
than public schools? Because people wear uniforms.
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Letter to the Editor (Fully Meets Expectations)
Although that Ms. Mason makes some interesting points about school uniforms
in her editorial published on Februrary 12th I believe she has overlooked some key
advantages of implementing uniforms in public schools. Many students complain
about the dress codes at their school, and totally reject the idea of school uniforms, but
I feel there are many benefits to this proposal. These days everyone is so concerned
about being attractive and popular that they forget the real reason for going to school.
Increasing academic performance, along with decreasing violence, is more important
than looking cool for your friends. Students who wear uniforms to school can express
their individuality in more valuable ways than by what they wear.
A good portion of the student population does not give schoolwork a high
priority. With uniforms for every student, there would be less focus on fashion and
more emphasis on education. Grades are directly related to how much time students
spend studying and doing homework. By focusing on their work students would see
their marks increase and therefore their self-esteem would rise. Our report cards would
be posted on the refrigerators for everyone to see, rather than stuffed at the bottom of
our backpacks. Private school students who are required to wear uniforms score higher
overall on provincial wide tests which measure student achievement. They do not have to
spend time worrying about whether what they are wearing is the latest fashion, and can
spend more time focused on their class work. They are also not distracted by revealing
clothes worn by other students.
Teen violence is common in our schools. Anyone who has spent time in a high
school has heard students being taunted and bullied. If all students wore uniforms,
fewer would be teased for their attire, and sexual harassment caused by provocative
clothing would come to an end. No one would steal another person’s clothing, because
if everyone wore the same thing there wouldn’t be any point to it. Our schools would
provide a more secure environment in which we all could learn.
Many students argue that school uniforms will restrict their personal freedom.
They do not realize that they could still select their own trendy accessories, and they
could wear whatever they desire at home and on the weekends. With a standardized dress
code, individual personalities would shine, and not be hidden behind the latest fashion.
If everyone appeared the same on the outside, people would begin to recognize others
for what is on the inside.
The benefits to students of wearing a school uniform cannot be overlooked.
Uniforms would help students focus on the true reason for being in school, to get an
education. We should be encouraged to change the standards and be individuals. We
should all stand out for what we achieve, and for what we believe, not for what we
wear.
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Quick Scale: Grade 9 Letters to the Editor (Personal Views or Response)
Impromptu writing is usually expected to be checked for errors but not revised or edited.
Aspect
Not Yet Within
Expectations
Meets Expectations
(Minimal Level)
Fully Meets Expectations
Exceeds Expectations
SNAPSHOT
The writing shows problems with style, form, and
mechanics that obscure
purpose and meaning.
May be too brief to meet
basic requirements of the
task. Reflects little knowledge of the conventions of
writing.
The writing is generally
clear and conversational,
with a beginning, middle,
and end. However,
development is uneven,
and the writer uses a
limited repertoire of
language, sentences, and
techniques.
The writing is clear and
logical, with some evidence
of depth or maturity.
Meets the requirements of
the task with a sense of
purpose and control and
with some variety in
language, sentences, and
techniques.
• ideas are not developed
• may be very short, with
• ideas are generally
• ideas are fully
The writing creates an
impact on the reader, with
a sense of vitality
and finesse. It exceeds
requirements of the
task and features some
complex and mature
language, ideas, and
techniques. Few, if any,
errors.
• ideas are fully
developed with some
originality, maturity,
and individuality
• details and examples
often show some
subtlety
• tries to elicit a specific
response from the
reader
MEANING
• ideas
• support
• connection to
reader
•
few examples and
details
problems obscure any
sense of individuality
• often uses inappropriate
STYLE
• voice and tone
• syntax
• vocabulary
• rhetorical or
stylistic
techniques
•
•
•
tone or language
simple sentences and
coordination
basic vocabulary; errors
in word choice
disjointed and awkward
• opening usually
FORM
• beginning
• organization and
sequence
• transitions
• ending
CONVENTIONS
• spelling
• sentence
structure and
punctuation
• usage
•
•
•
introduces the topic
structure may seem
illogical or random
may seem disjointed
because ideas are not
linked with transitions
omits or provides
ineffective ending
straightforward and
clear; unevenly
developed
• some relevant
examples, details
• may connect to own
experience
• generally colloquial
• limited repertoire of
•
•
sentences
straightforward
vocabulary
little evidence of
deliberate techniques
• opening establishes
•
•
•
purposes
sequence is generally
logical but may lack
sense of direction
transitions awkward or
missing in places
conclusion is often
mechanical
•
•
developed and show
depth in places
supporting details and
examples are relevant
personalizes the topic
• appropriate tone and
•
•
•
level of language
varied sentence types
and lengths
varied and appropriate
language
some attempts to use
effective techniques
• opening establishes
•
•
•
context and purpose
sequence is logical
transitions help to connect
ideas clearly
conclusion focuses on the
purpose; tries to
provide a resolution
• style and tone help to
•
•
•
accomplish purpose,
add impact
wide repertoire of
effective sentence
structures
precise, concise
language
takes risks with a
variety of techniques
• engaging introduction
• smoothly integrates
•
•
elements such as
dialogue, examples,
explanations, and
anecdotes
sound structure; seems
effortless and natural
conclusion provides a
satisfying resolution
• includes frequent
• includes noticeable
• may include some errors;
• few errors; these do not
noticeable errors in basic
structures and language that
may interfere with meaning
errors that may distract the
reader but do not interfere
with meaning
these are generally not
serious and do not distract
the reader
distract the reader
(may only be noticeable
when the reader looks for
them)
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