ENG8 Q3W1D2: Inside an Editorial: Parts, Features, and Language

English 8 • Quarter 3 • Day 2
Inside an Editorial: Parts, Features, and Language

Yesterday you learned how opinion editorials grow from persuasive writing. Today, you will zoom in and explore what happens inside an editorial: its lead or news peg, objective explanation, arguments, and powerful conclusion. You will see how features like relevance, professionalism, clarity, and constructive approach help a short article influence many readers. As you analyze model paragraphs and sample lines, you will practice spotting each feature and describing how the language, tone, and structure work together to deliver a strong editorial message.

• Subject: English — Opinion Editorials
• Grade: 8
• Day: 2 of 4

🎯 Learning Goals

By the end of the lesson, you will be able to:

1. Describe the key features and parts of an opinion editorial (news peg, explanation, body, and conclusion) using your own words and examples.
2. Identify how language choices (professional tone, impersonality, clarity, and relevance) affect the impact of sample editorials.
3. Break down a short editorial-style paragraph into its basic structure using a simple formula for stating the problem, position, evidence, and solution.

🧩 Key Ideas & Terms

• News peg – An introductory statement that announces the subject of the editorial and connects it to a recent event or situation.
• Objective explanation – A clear, balanced explanation of the issue, especially if it is complex, using facts instead of personal attacks.
• Importance to readers – The way an editorial shows that the issue affects the audience’s lives, needs, or community.
• Alternative solutions – Suggestions for how the problem or issue can be addressed, improved, or solved.
• Constructive approach – Criticizing a problem while also offering ways forward, rather than just complaining.
• Conclusion – The final part of an editorial that summarizes the opinion and gives a strong “punch” or call to action.
• Professionalism – A respectful tone that focuses on issues, not personalities, and avoids name-calling and insults.
• Impersonality – A more general, formal voice that avoids overusing “I” and “you,” often using third-person or inclusive language.
• Relevance – The connection of the issue and examples to the real situation of the readers.
• Clarity – The use of simple, easy-to-understand words and sentences instead of confusing jargon.
• SPEC formula – A simple way to remember editorial structure: State the problem, show your Position, give Evidence, and end with a strong Conclusion plus Solution.
• Lead – The opening part of the editorial that catches attention and introduces the issue.
• Body – The middle part where the writer explains the issue, examines opposing views, and gives arguments and evidence.

🔄 Quick Recall / Prior Knowledge

Review what you already know from Day 1 about editorials and persuasive texts.

1. Yesterday, you learned that an editorial is different from a simple opinion. In one to two sentences, explain the difference.
   Show Answer

   Sample: A simple opinion is a quick personal reaction, while an editorial is a short published article that explains and supports a stand on a current issue using facts, arguments, and a clear structure.
2. List two persuasive writing tools that editorials also use.
   Show Answer

   Possible answers: thesis or main claim, supporting arguments, evidence such as facts or examples, counterarguments, emotional appeal, logical reasoning.
3. Think about the sample editorial you encountered in the previous lesson. What issue did it talk about?
   Show Answer

   Answers will vary depending on the text used (for example, school calendar changes, climate, transportation, or other current issues).
4. In that sample editorial, where did you first see the writer’s opinion or stand? Was it near the beginning, middle, or end?
   Show Answer

   Guide idea: In many editorials, the stand appears early—often in the first or second paragraph—after the issue is introduced.

📖 Explore the Lesson

Checkpoint 1 – Seeing the Whole Picture: Features of an Editorial

Mini-goal: Recognize the main features that make an editorial different from other texts.

When readers open a newspaper or an online news site, they can usually see which articles are news and which are editorials. News articles focus on reporting events as accurately and fairly as possible. Editorials, on the other hand, focus on taking a stand about those events. To do this well, they follow a set of common features. Understanding these features helps you quickly recognize when you are reading an editorial and not just another kind of text.

First, editorials are usually short—often less than 1,000 words—so every sentence must count. They often begin with a news peg, a short opening that introduces the issue and links it to a recent event. After that, they offer an objective explanation of the issue, explaining background information and key facts in a clear, balanced way. They focus on matters that have importance to readers, often local or national issues that affect everyday life.

The middle of an editorial gives the writer’s position and explains why that position makes sense. A good editorial does not just complain; it takes a constructive approach by offering alternative solutions or at least suggestions for improvement. The article then ends with a strong conclusion that summarizes the stand and leaves a “punch” or powerful last thought in the reader’s mind. Throughout the article, the tone should show professionalism, impersonality, relevance, and clarity.

Real-life tie-in: Think of a time you read or watched someone complaining for a long time without giving any solutions. Now imagine an editorial that points out problems but also suggests realistic steps. Which one would you respect more and why?

Mini-summary: Editorials are short, structured opinion articles that connect to current issues, explain them clearly, and suggest solutions while keeping a professional, relevant, and clear tone.

1. Why do editorials need to be relatively short and focused?
   Show Answer

   Because they must quickly capture readers’ attention and deliver a clear message without wasting space or losing focus.
2. What is the difference between simply complaining and using a constructive approach in an editorial?
   Show Answer

   Complaining only points out problems, while a constructive approach also suggests solutions or improvements.
3. Name three features that you would expect to find in most editorials.
   Show Answer

   Possible answers: news peg, objective explanation, importance to readers, alternative solutions, constructive approach, professional tone, clear conclusion.

Checkpoint 2 – The Lead and the News Peg

Mini-goal: Understand how the lead and news peg introduce the issue and hook the reader.

The lead is the door into the editorial. In just a few sentences, it draws the reader in and signals that an important issue is being discussed. Many editorials use a news peg in the lead, which is an introductory statement that connects the issue to a recent event, announcement, or decision. This news peg answers questions like: “Why are we talking about this now?” or “What just happened that makes this topic urgent?”

A strong lead does more than give dates and names. It sets the tone for the article and hints at the writer’s stand without explaining everything yet. Sometimes the opening sentence states a fact: a new law, a shocking report, or a government order. Then the next sentence may signal the writer’s position by using words like “however,” “yet,” or “but” to show that there is more to the story. In this way, the lead both informs and invites the reader to keep thinking.

The news peg must still be accurate and fair. If it exaggerates or twists the event, the whole editorial becomes less trustworthy. When you read an editorial, it helps to ask yourself: “What event is this article responding to?” and “Does the lead clearly tell me what happened?” If you can answer those questions, the news peg is probably doing its job.

Real-life tie-in: Imagine an editorial about your school’s new schedule. A weak lead might just say “The new schedule is bad.” A stronger lead might start by mentioning the official announcement and the exact changes before saying why they matter.

Mini-summary: The lead, often with a news peg, introduces the editorial’s issue by connecting it to a recent event and hinting at the writer’s stand in a clear and engaging way.

1. What questions should a good news peg help answer for the reader?
   Show Answer

   Questions like “What happened?”, “Why is this important now?”, and “What issue is being discussed?”
2. How can transition words like “however” or “but” help in the lead of an editorial?
   Show Answer

   They can show a shift from reporting the news to questioning it or presenting the writer’s point of view.
3. Give an example of a recent school or community event that could serve as a news peg for an editorial.
   Show Answer

   Answers will vary: change in grading policy, new school rule, a local environmental project, transportation changes, etc.

Checkpoint 3 – Explaining the Issue: Objective Explanation and Importance to Readers

Mini-goal: Learn how good editorials explain complex issues clearly and show why they matter.

After the lead, the editorial usually spends a few sentences or paragraphs on an objective explanation of the issue. This part often includes the “five Ws and one H”: who, what, when, where, why, and how. The goal is not yet to argue strongly, but to give enough background so readers understand the situation. Writers may pull in facts, quotations, or short descriptions from reliable sources.

At the same time, the editorial needs to highlight the importance to readers. Why should students, parents, workers, or citizens care about this issue? A writer can show relevance by describing how the issue affects daily routines, safety, finances, or future opportunities. When readers see themselves in the situation, they are more likely to continue reading and thinking.

Even in this explanatory part, the language should stay honest and fair. It is possible to be clear and engaging without exaggeration. Phrases such as “some reports show” or “according to data from…” remind readers that the explanation is based on information, not just feeling. When this section is strong, the arguments that follow will stand on a solid foundation.

Real-life tie-in: Consider an editorial about classroom heat. An objective explanation might mention temperature records, number of days with blended learning, and reports of students fainting. The importance to readers is clear: everyone in the school community is affected.

Mini-summary: A good editorial explains the issue fairly using facts and then connects it to the readers’ lives, making the topic both understandable and important.

1. Why is it important for the explanation part of an editorial to be objective?
   Show Answer

   Because readers need accurate information they can trust before they can judge the writer’s opinion.
2. How can a writer show that an issue is important to readers?
   Show Answer

   By showing how the issue affects everyday life, safety, money, time, or opportunities of the audience.
3. Mention one phrase that signals to readers that information is based on facts or sources, not just personal feeling.
   Show Answer

   Examples: “According to…,” “Reports show…,” “Data from…,” “Experts say…”.

Checkpoint 4 – Building the Body: Arguments, Evidence, and the SPEC Formula

Mini-goal: Understand how the body of an editorial develops the position using a simple formula.

Once the issue is clear, the editorial moves into its body—the part where the writer’s stand is fully explained. One helpful way to remember the structure is the SPEC formula: State the problem, present your Position, give Evidence, and end with a strong Conclusion plus Solution. Inside the body, these steps may repeat more than once, but the same pattern appears: problem → position → reasons and evidence.

The evidence can include statistics, quotations from experts, examples from news, or descriptions of real experiences. A strong editorial may also present the opposition—the beliefs of people who disagree—and then respectfully refute them using facts. This makes the article more reasonable, showing that the writer has considered other sides instead of ignoring them.

A constructive editorial also includes alternative solutions. After showing what is wrong, the writer suggests clear ways to respond, such as changing a policy, improving facilities, or adjusting a plan. This is what separates a helpful editorial from a long complaint: it points readers toward possible actions.

Real-life tie-in: If you complain about school facilities at home, your parents may eventually ask, “So what do you want the school to do?” Editorial writers know readers will ask the same question, so they plan answers ahead of time.

Mini-summary: The body of an editorial follows a pattern of problem, position, and evidence, sometimes addressing opposing views and suggesting solutions through the SPEC formula.

1. What do the letters S, P, E, and C stand for in the SPEC formula?
   Show Answer

   S – State the problem; P – Position on the problem; E – Evidence to support the position; C – Conclusion (with Solution).
2. Why is it helpful to mention opposing views in an editorial?
   Show Answer

   Because it shows that the writer has considered other opinions and can explain why their own position still makes sense.
3. Give one example of an “alternative solution” an editorial about school heat might suggest.
   Show Answer

   Examples: adding fans or ventilation, adjusting class hours, improving building design, or providing hydration stations.

Checkpoint 5 – Tone and Voice: Professionalism, Impersonality, and Clarity

Mini-goal: Notice how word choices and pronouns affect the tone of an editorial.

Because editorials appear in public media, their tone must show professionalism. This means focusing on issues instead of personally attacking people or groups. Instead of writing, “The principal is lazy and doesn’t care,” a professional editorial might say, “The current policy fails to address students’ health needs.” The second sentence criticizes the action or policy, not the person’s character.

Editorials also aim for a degree of impersonality. They avoid overusing “I,” “me,” or “you.” Instead, they might use “students,” “families,” “citizens,” or “we” when speaking for a community. This makes the article sound less like a personal rant and more like a serious discussion that invites different readers to think together. However, writers can still use strong words when necessary, as long as those words are supported by evidence and stay respectful.

Finally, editorials must maintain clarity. They use vocabulary that readers can easily understand and avoid unnecessary jargon. Long sentences are broken into shorter ones. Ideas are arranged in logical order, often with transition words like “first,” “however,” “for example,” or “in addition.” Clear language does not make an editorial weak; it makes it more powerful, because readers actually understand the message.

Real-life tie-in: Think of a moment when a teacher or parent corrected your words, saying, “Focus on the behavior, not the person,” or “Say what you want clearly.” Editorial writers follow similar advice when addressing public issues.

Mini-summary: Editorials use professional, impersonal, and clear language to keep the focus on issues, show respect, and make arguments easy to follow.

1. Rewrite this sentence in a more professional way: “Our leaders are clueless and just don’t care about students.”
   Show Answer

   Possible answer: “Current decisions from education leaders do not fully consider students’ needs and concerns.”
2. Why is too much use of “I” and “you” less effective in an editorial?
   Show Answer

   Because it can make the article sound like a personal attack or informal rant instead of a serious discussion for a wide audience.
3. Give one strategy writers use to keep their language clear.
   Show Answer

   Strategies: using simple words, shorter sentences, examples, transition words, or avoiding technical jargon.

Checkpoint 6 – Finishing Strong: The Conclusion and Call to Action

Mini-goal: Understand how an editorial ending leaves a lasting impact on readers.

The final part of an editorial is more than just a last paragraph; it is the writer’s final chance to guide how readers feel and think after they finish reading. A strong conclusion briefly restates the main position and reminds readers of the most important reasons. It often adds a final “punch” by using a memorable sentence, a quotation, or a thought-provoking question.

Many editorials also include a clear call to action. This may invite leaders to review a policy, encourage readers to support a certain program, or simply ask everyone to think more critically. The call to action should match the rest of the article; if the editorial has been calm and reasonable, the ending should remain calm and reasonable, not suddenly angry or extreme.

Good conclusions leave readers feeling that their time was worth it. They know what the writer believes, why that belief matters, and what might be done next. Even if readers disagree, they should at least understand the editorial’s main message.

Real-life tie-in: After hearing a persuasive speech, you often remember the last line—maybe a powerful quotation or challenge. The same thing happens with editorials. That final sentence can stay in people’s minds and even influence future decisions.

Mini-summary: The conclusion of an editorial restates the stand, highlights key reasons, and often includes a call to action that leaves readers with a strong final impression.

1. What are two common techniques writers use to give their conclusion “punch”?
   Show Answer

   Using a powerful summary sentence, a quotation from a respected source, or a rhetorical question that challenges readers.
2. Why is it important that the call to action matches the tone of the whole editorial?
   Show Answer

   Because a sudden change in tone can confuse readers or make the ending feel exaggerated and less believable.
3. Write one example of a call to action that might end an editorial about safe and comfortable classrooms.
   Show Answer

   Sample: “It is time for school leaders and local officials to treat safe, well-ventilated classrooms as a basic right, not a luxury.”

💡 Example in Action

1. Example 1 – Spotting the News Peg
   Read this opening: “Last week, the Department of Education confirmed that classes will again open in late July, continuing the gradual return to the old calendar.” Which feature of an editorial is clearly shown here, and why?
   Show Answer

   This shows the news peg because it mentions a current announcement and ties the issue (school calendar) to a recent event (the confirmation last week).
2. Example 2 – Objective Explanation
   A paragraph states: “In the past two years, schools across the country shifted to blended learning several times because of extreme heat. Reports from local health units recorded cases of students fainting in overcrowded, poorly ventilated rooms.” Which feature is this paragraph mainly showing?
   Show Answer

   It demonstrates an objective explanation of the issue by presenting facts and reports instead of just opinions.
3. Example 3 – Constructive Approach
   An editorial says: “Instead of simply adjusting the calendar every year, the government must invest in cooler classrooms, emergency learning plans, and early-warning systems for heatwaves.” Which features are visible in this sentence?
   Show Answer

   It shows alternative solutions and a constructive approach, suggesting specific actions like investing in classrooms and planning, rather than only complaining.
4. Example 4 – Professional Tone
   Compare these lines: A) “Officials are blind and useless.” B) “Officials have ignored repeated warnings from teachers about unsafe classroom temperatures.” Which is more professional, and why?
   Show Answer

   Line B is more professional because it criticizes the actions (ignoring warnings) instead of insulting the officials personally.
5. Example 5 – SPEC in a Mini-Editorial
   Read this short paragraph: “Classroom heat is putting students’ health at risk. Authorities must shorten afternoon hours during heatwaves and provide proper ventilation. Recent reports of students fainting inside classrooms prove that current measures are not enough. It is time for education leaders to treat safe learning spaces as an urgent priority.” Identify the parts that match S, P, E, and C in the SPEC formula.
   Show Answer

   S (State the problem): “Classroom heat is putting students’ health at risk.”
   P (Position): “Authorities must shorten afternoon hours… and provide proper ventilation.”
   E (Evidence): “Recent reports of students fainting inside classrooms prove that current measures are not enough.”
   C (Conclusion/Solution): “It is time for education leaders to treat safe learning spaces as an urgent priority.”

📝 Try It Out

Answer the tasks in your notebook. Then compare with the suggested answers.

1. Write two possible news pegs (2–3 sentences each) for an editorial about one school or community issue of your choice.
   Show Answer

   Look for short openings that mention a recent event or announcement and connect it to an issue (for example, a new policy, a recent storm, a local traffic change).
2. Choose one of your news pegs from Item 1. Add two more sentences that give an objective explanation of the issue.
   Show Answer

   Good answers should add factual details such as dates, numbers, or brief background without already arguing strongly.
3. In your own words, describe a situation where the issue you chose in Item 1 clearly affects the readers’ everyday lives. Write 3–4 sentences.
   Show Answer

   Look for descriptions that connect the issue to students’, parents’, or community members’ routines, health, time, or finances.
4. Create a SPEC outline for a mini-editorial. In your notebook, label S, P, E, and C and write one sentence for each about your chosen issue.
   Show Answer

   Answers will vary; each part should match the function: S – problem, P – stand, E – evidence/example, C – conclusion or call to action.
5. Rewrite this informal “rant” into a more professional editorial sentence: “The new schedule is dumb and the people who made it clearly don’t care about us.”
   Show Answer

   Sample: “The new schedule fails to consider students’ need for rest and may negatively affect learning, so education officials should review it carefully.”
6. List three words or phrases that can help you keep an objective tone when explaining an issue.
   Show Answer

   Possible answers: “According to…,” “Data show…,” “Reports indicate…,” “Experts explain…”.
7. Write one short paragraph (4–5 sentences) that uses a constructive approach toward your chosen issue by suggesting at least one solution.
   Show Answer

   Look for at least one realistic suggestion (for example, adjusting schedules, adding equipment, revising rules) in addition to identifying the problem.
8. Underline all pronouns in your paragraph from Item 7. How many times did you use “I” or “you”? Rewrite one sentence to make it more impersonal.
   Show Answer

   Encourage learners to replace “I” or “you” with groups like “students,” “families,” or “we as a school community” when appropriate.
9. Compose two possible final sentences for your mini-editorial: one using a quotation and one using a rhetorical question.
   Show Answer

   Good answers should connect clearly to the issue and position, not just state any random quote or question.
10. Reflect in 3–4 sentences: Which part of an editorial (lead, explanation, body, or conclusion) do you find easiest to write now? Which part is still a challenge for you, and why?
    Show Answer

    Answers will vary; use them to identify where more practice is needed (many learners struggle most with evidence and solutions).

✅ Check Yourself

Answer the questions, then reveal the answers to check your understanding.

1. (Multiple Choice) Which feature of an editorial is described as an introductory statement that ties the subject to a recent event?
   a. Conclusion
   b. Alternative solution
   c. News peg
   d. Constructive approach
   Show Answer

   Correct answer: c. News peg.
2. (Multiple Choice) Which part of an editorial mainly explains the issue using facts and background information?
   a. Lead
   b. Objective explanation
   c. Call to action
   d. Headline
   Show Answer

   Correct answer: b. Objective explanation.
3. (True/False) An editorial that only complains about a problem without suggesting any solutions still shows a constructive approach.
   Show Answer

   False. A constructive approach includes suggestions or alternative solutions.
4. (True/False) Professionalism in an editorial means avoiding personal attacks and focusing on issues.
   Show Answer

   True. Professional tone criticizes actions and policies, not people’s character.
5. (Short Answer) What does the “P” stand for in the SPEC formula, and what question does it answer?
   Show Answer

   “P” stands for Position; it answers the question, “What stand or opinion does the writer take on the problem?”
6. (Multiple Choice) Which sentence shows a more impersonal tone suitable for an editorial?
   a. “I am super angry because they ruined my summer.”
   b. “Students feel cheated because their summer is gone.”
   c. “You all ruined our summer vacation.”
   d. “My friends and I are crying every day about this.”
   Show Answer

   Correct answer: b (focuses on students as a group, not just the writer).
7. (Short Answer) Why is clarity important when writing about complex issues?
   Show Answer

   Because readers need to understand the issue easily in order to follow the argument and decide whether they agree.
8. (Short Answer) Give one signal word or phrase that often introduces a writer’s contrasting opinion after the news peg.
   Show Answer

   Possible answers: “however,” “yet,” “but,” “nevertheless,” “on the other hand.”
9. (Multiple Choice) Which feature is shown when an editorial suggests ways to improve a situation instead of only pointing out problems?
   a. Relevance
   b. Alternative solutions
   c. News peg
   d. Impersonality
   Show Answer

   Correct answer: b. Alternative solutions.
10. (True/False) An editorial conclusion should simply repeat the introduction word for word.
    Show Answer

    False. The conclusion should briefly restate the stand and give a final “punch,” not copy the introduction.
11. (Short Answer) What is one way an editorial can show relevance to its readers?
    Show Answer

    By explaining how the issue affects their health, safety, time, money, or opportunities.
12. (Multiple Choice) Which part of the editorial is MOST likely to contain a direct call to action?
    a. Lead
    b. Objective explanation
    c. Body
    d. Conclusion
    Show Answer

    Correct answer: d. Conclusion.
13. (Short Answer) Give one example of language that sounds unprofessional or disrespectful in an editorial.
    Show Answer

    Examples: calling people “stupid,” “lazy,” or using insults and name-calling.
14. (Short Answer) How can quoting an expert in the body or conclusion strengthen an editorial?
    Show Answer

    It adds credibility and shows that the writer’s position is supported by knowledgeable sources.
15. (Reflection Check) Which feature of an editorial do you want to practice most when you write your own editorial in the future?
    Show Answer

    Answers will vary; learners might mention news peg, objective explanation, constructive solutions, or strong conclusion.

🚀 Go Further (optional)

1. Lead Lab – Collect three recent headlines from newspapers or news sites and write one possible editorial lead with a news peg for each.
   Show Answer

   Teacher guidance: Let learners share their leads in small groups and discuss which ones clearly show the event and hint at a stand. Highlight leads that are specific, timely, and engaging.
2. Explainer Box – Ask students to create a small “explainer box” for one issue, listing the five Ws and one H plus one sentence on importance to readers.
   Show Answer

   Teacher guidance: Use these explainer boxes as building blocks for the objective explanation part of future editorials.
3. SPEC Strip Story – Learners write each SPEC part (S, P, E, C) on separate strips of paper, then mix and match to see which order makes the strongest argument.
   Show Answer

   Teacher guidance: After arranging, ask them to read their “strip editorials” aloud and discuss how order affects clarity and impact.
4. Tone Detective – Provide short pairs of sentences (one professional, one unprofessional). Students pick which belongs in an editorial and explain why.
   Show Answer

   Teacher guidance: Emphasize focusing on issues rather than attacking people, and on using respectful, precise language.
5. Ending Workshop – Give students a sample editorial body without a conclusion. Ask them to write two different endings: one with a quotation, one with a rhetorical question.
   Show Answer

   Teacher guidance: Invite volunteers to share their endings; discuss which ones best match the tone and offer a clear call to action.

🔗 My Reflection

Notebook prompt:

Choose one editorial you have read recently (from a newspaper, website, or your module). In a short paragraph, describe how it uses at least three of these features: news peg, objective explanation, importance to readers, constructive approach, and strong conclusion. Which feature impressed you the most, and how will you try to use it when you write your own editorial?

Show Answer

Teacher note: Look for specific references to features and clear explanations (for example, where the news peg appears, how relevance is shown, what solution is suggested, or how the last sentence gives a “punch”). Use responses to see which features learners understand well and which need more practice.