WHY NEWSPAPERS?

Unlike academic journals that target higher education, local newspapers are read by a large segment of the general population. What better way to introduce the American public to new perspectives, and to reframe the debate on public education?

According to the Progressive Media Project, newspaper editors have designated a section of the newspaper--the "op-ed" section--for "the open exchange of new ideas and divergent opinions.... [I]t is where the general public mulls over the arguments about the way the world should be. It is also the place where policy-makers measure the mood of the public and gain new perspectives on social issues."

Perhaps not surprisingly, the Editorial section of newspapers remains one of the most commonly read sections (following the front and sports sections), with almost half of the general readership looking at the Editorial sections of daily newspapers, according to the Newspaper Association of America.

GETTING STARTED

The Editorial section generally consists of four types of articles: (a) articles written by newspaper staff, called "editorials"; (b) articles written by regular contributors, called "columns"; (c) articles written by members of the community, variously called "commentary," "opinion," or "op-ed" articles; and (d) letters written by members of the community, called "letters to the editor." The latter two are important avenues for educators and advocates to reframe the debate on public education.

COMMENTARY articles are generally 500 words in length (longer in the bigger newspapers), and can take days or even weeks to be reviewed and accepted for publication. LETTERS TO THE EDITOR are generally much shorter, but are accepted by more newspapers, including online newspapers, and in greater numbers than commentary articles. Newspapers often prefer to publish articles and letters by members of the community in which the newspaper is published.

Every newspaper is different, so when getting started, it is important to read carefully the instructions for submission (regarding length, format, review process, etc.) as well as previous articles and letters (regarding recent topics, tone, etc.). Sample articles by the Progressive Media Project are online here. A recent op-ed by Dr. Kumashiro is available here.

TIPS ON STRUCTURE AND LANGUAGE

While there are many ways to structure a compelling commentary, the following outline highlights elements that seem to be common in published articles:

• The topic is timely (in other words, the article has a "news peg," a connection to something happening today)
  
• The first two sentences concisely state the subject and attitude of the essay (something like: "Congress is poised to reauthorize many aspects of NCLB. This is bad news for America's children, because NCLB does not address three major problems with public schooling.")
  
• The body of the commentary defends your position with 2-4 arguments (too many arguments makes the article complicated to follow), and for each argument, provides compelling support (such as data or personal stories)
  
• The discussion rebuts the obvious counterargument (in other words, anticipates and responds to what a typical reader might ask)
  
• The conclusion is strong, and does not introduce a new argument

Notice the following use of language in published commentaries and letters to the editor:

• short paragraphs, short sentences, small words (the article needs to be easy to skim)
  
• active tense
  
• no use of categoricals ("best," "always") or overheated language ("outrageous", "ridiculous")
  
• no use of jargon (the article needs to be accessible)

SIX-POINT PLAN

When brainstorming the outline of your essay, consider the following six guiding questions:

• WHEN are you writing/What is your news peg? (Right before the beginning of the school year? impending state budget cuts? election of a new U.S. president?)
  
• WHO/WHERE is your audience? (Are you writing for a national newspaper? local newspaper? ethnic newspaper? school newsletter? This helps you to imagine the obvious counterargument.)
  
• WHAT is your message? (Thesis statement)
  
• HOW will you flesh out your message? (what are your 2-4 arguments, and how are you supporting each argument?)
  
• WHAT is the obvious counterargument, and have you rebutted it?
  
• WHY are you writing/What is your goal? (do you want readers to speak to their legislators? attend an upcoming rally? vote against a referendum?)