CHAPTER X

Editorial

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 “
As Filipino students, you might have
experienced getting into a class divided
into opposite positions in an issue. For
instance, you were 25 in a class and you
were debating on which is more
popular: GMA 7 or ABS-CBN 2. Sy, 15,
were siding ABS-CBN while 10 were on
GMA 7’s side.
2
 “
Then one started to provide pieces of evidence why ABS-CBN,
was better. One member of the group talked about the latest
Nielsen survey that the network’s audience share was then
higher than the other. Another member talked about lengthier
time for commercials due to numerous sponsors of ABS-CBN.
A member from GMA’s side stood and pointed out that GMA
had been producing more blockbuster films than the other
network. Before the bell rang, each group had commented a
punchy tirade to defend their respective positions.
3
From the situation above, let us elicit the concepts and the
elements that are embedded in an editorial.
1) An editorial should be based on an issue. Such
issue should be timely and should have a high
degree of sensibility and relevance to the reading
public. In the given situation, the practical issue
was all about which network was better.
2) There should be a group or a cluster of minds
analyzing a given issue. In the case of the
example above, there was GMA 7’s group and an
ABS-CBN’s group.
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3) There should be a stand. The identified group
should have a position on the issue. The story
above gives a clear understanding that group one
defended ABS-CBN, while the other group
sturdily stood on GMA 7.
4) There should be pieces of evidence. If you reread
the story, it would give you a situation when the
members were giving specific pieces of evidence
to support their claims.

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From among the elements, it can be hard that an
editorial is an article that states the concerned
opinions or single stand of the publication’s staff o n
a particular issue.

6
OTHER AUTHOR’S
DEFINITION OF
EDITORIAL
7
 An editorial is an article in a newspaper giving
the editor’s view or those of the person or
persons in control of the paper. – A. Gayle
Waldrop

 It is the expression of the people’s conscience,

cause, and convictions. – Joseph Pulitzer

 The modern editorial includes analyses and

clarifications, sometimes with no opinion given.
– Arthur Capper
8
 The editorial should provide the background in
which the facts are seen in a new perspective
and should express its opinion. – Rufus Terral
 Bitterness, bias, and fear have no place in an
editorial. They make for weakness no matter
how much they bluster. – William Allan White
 It is a presentation of facts and opinion in an
concise, logical manner, or of interesting
significant news in such a way that its
importance to the average reader will be clear. –
M. Lyle Spencer
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CHARACTERISTICS
OF AN EDITORIAL

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1) It follows pattern. An editorial is an essay like a
feature story. This means that the editorial article
should bear an introduction, body and conclusion.

2) It simplifies an issue. An editorial is an objective

explanation of the hottest issue, within the
coverage of the paper’s release. Hence, it usually
simplifies the complex issues by eliminating
extraneous parts of the news. In other words, it
puts the news in its proper perspective.

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3) It provides opinions from the opposing viewpoints.
Although an editorial showcases a stand of the paper, it
attempts to be objective by presenting views that refute
directly the same issues the group addresses.
4) It shows evidence delivered in a professional and
formal manner. Formality encompasses the use of the
language and the style of argumentation. Good
editorials engage issues, not personalities. It refrains
from name-calling or other petty tactics of persuasion
like stereotyping, ad hominem, ad baculum and
others. Editorial writing is direct to the point and yields
serious tone. 12
5) It offers alternative solutions. One prime function of
editorials is to effectuate change in others’ beliefs and
stands. The editorial does this by offering a suggestion
to remedy the problem or issue being criticized.
Anyone can gripe about a problem, but a good editorial
should take a proactive approach o making the
situation better by using constructive criticism and
giving solutions.
6) It proffers a solid and concise conclusion. Towards
the end of the editorial often lies the powerfully
summarized opinion. In other words, it gives the
readers an unforgettable punch that they can live by. 13
FUNCTIONS OF
EDITORIAL

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1) Explain or interpret. Editors often use editorials to
explain the way the newspaper covered a sensitive or
controversial subject. In a school setting, the
publication may explain new school rules or a
particular student body effort like a fund-drive.
2) Criticize. Editorials constructively criticize actions,
decisions or situations while providing solutions to the
problem identified. The purpose of doing so is to get
readers to see the problem, not the solution.

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3) Persuade. An editorial primarily aims at driving the
readers to crusade with the paper’s stand. The paper’s
task, being in the realm of journalism, is to encourage
others to take a specific positive action.
4) Praise. Editorials are also used to commend people
and organizations for having contributed something to
champion progress. Development and peace. In the
context of a campus paper, editorials may praise the
initiative of the student body to raise funds form the
erection of a new dormitory.

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TYPES OF
EDITORIAL

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1 Editorial of Information.
It seeks to give information on facts unknown to
the reader. It restates the facts of news stories or
adds other facts with minimum explanation.

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 The Need for Population Education
Poverty, high cost of living, school crisis, lack of job
opportunities; confront common people. Millions of children
are victims of under-nourishment and deficiency diseases that
shorten their life and harm their mental development, due to
the failure of parents to send all their children to school
illiteracy rates are high and are still increasing.
Many of us have these problems. But very few are aware
that excessive population growth is responsible for these
pressures as well as for the lowering of the quality of human
resources and development, especially as regards educational
standards.
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 The inclusion of Population Education in the school curriculum
is then the answer to the need of the younger crop who are bound to
face the reality of parenthood in the near future.
Basic cultural values concerning the individual, his family, the
society, and the nation can be effectively brought in to the extent
desired through population education.
Finally, creating an awareness about population is a challenge
that Philippine Education has to face right now. For time is against
us. And time-wasting is resource-wasting.
This idea will help in adopting a small family norm and will
ensure good health for the mother, better welfare of the children,
economic stability of the family, and a bright future for the
continuing generations.
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Other Ideas:

 What is CHED’s policy on field trips where parents are

made to submit to waiver concerning their children’s
safety.

 What are the steps to be undertaken for the amendments

on the constitution to allow the term extension of Pres.
Duterte.

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2 Editorial of Interpretation.
It explains the significance or meaning of a news
event, current idea, condition, or situation, theory,
or hypothesis.

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 Attitude Towards Study
We are in school because we want to learn. Our study is
for our own benefit and not to accommodate someone else. As
such, we have to relate it to our own aims or ambitions in life.
We should not think of study merely in terms of quizzes,
recitations, homework, term papers and reports. Putting a
valuation upon it in terms of five, ten or twenty years from
now will give it more meaning to us.
The facts, ideas, and principles we acquire now are the
stuff with which we will do out thinking in the future.

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 Let’s remember, too, that how we learn is sometimes more
important than what we learn. An efficient working method
will serve us throughout life, but many of the things we learn
will just be forgotten. Being systematic about study will do a
lot. Habit then comes to our aid.
With just a few months to go before classes end, we hope
these few reminders will result to a better attitude towards
study.

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Other Ideas:

 What are the implications of the Reproductive Health

Bill? Should it be passed into law?

 What are the benefits and disadvantages of playing too

much computer video games?

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3 Editorial of Criticism.
It points out the faults in a situation or in an issue
mentioned in a news. It uses a scientific method
by defining the problem, examining the evidence
available and then, perhaps suggesting a solution.

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Sample Ideas:

 The school administration’s memorandum regarding not

allowing students who come late to enter their first-period
classes is illogical and inappropriate. The school is only
putting these students to danger as anything untoward can
happen outside. This could put the school in danger as well.

 Stores located in the premises of the school should be strictly

monitored by the community police to ensure that they do not
sell liquor and cigarettes, which are proven dangerous when
taken especially by minors. Business licenses of these stores
must be cancelled if the store owners violate the directive. 27
4 Editorial of Argumentation or
Persuasion.
The most common type being used in the dailies.
Following the principles of argumentation and
debate, this type of editorial takes a stand in a
controversial issue and tries to convince the reader
to adopt this stand.
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Sample Ideas:
 The school principal is correct in imposing strict health
measures amidst opposition from street vendors. This is
supported by a nationwide survey conducted among
public high schools stating that water-borne diseases ca
be easily acquired through unsanitary street foods.

 Juvenile delinquents are increasing in number that it is

timely the government is considering lowering the age
of minors to be criminalized for their lapses in
judgment.
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5 Editorial of Commendation,
Appreciation or Tribute.
Those that express appreciation for a worthy
action.

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 Commitment
Determination, self-confidence and the desire to seek the
truth guided our struggle to restore the campus paper.
The Josephine Journal is our victory – a product of the
concerted effort of the CAS-Wall Journal (CWJ) staffers and
the whole CAS studentry amidst tremendous hardships we
encountered along the way.
We rejoice with the studentry in having a paper we have
been working towards since last year and a paper we have
been longing for since the CAS-JO Chronicle ceased
publication. We are hoping that this paper will serve as our
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voice in upholding the students’ interests which shall be
guided by the principles of truth, justice, freedom and
democracy.
Together, we have won a venue to voice out our
grievances, victories, opinions and ideas. Together we will
uphold the freedom of speech in strengthening the unity of the
studentry in responding to the call of our times. Together we
will protect the rights we have acquired through our struggle.
This is the commitment of the Josephine Journal.
-
Josephine Journal
St. Joseph’s College
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6 Editorial of Entertainment.
Some editorials also discuss issues lightly but
often have a serious point gently and subtly
suggested and sometimes satirically.

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 First Day in School
The first day in high school for pupils who have been used
to having all their classes in a single room is rather like their
first day in a big city crowded with different kinds of people.
There is confusion and a bewildered cry never heard of
before.
On our own first day in high school, we were elbowed
about from one room to another, usually losing our way and
arriving late.
Then we were told that the section in which we had finally
found our way was too large, that we must find another room
on a different floor.
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 When we got on the wrong stairway, the older pupils
laughed. When bells rang for classes to begin, we would stand
still; and when they rang for dismissal, we would sit still.
By the end of the first day, we had decided that higher
learning was no good and we might as well quit.
Yet, as you see, we are still here; so, we must have
changed our minds.

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7 Editorial of Crusade
(campaign editorial).
Gives a message of reform without necessarily
pointing out a problem or a bad condition.

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 The Way od Most Desks
Student-judges who inspected every room in connection
with “Operation Cleanliness” found out that most of the
desks had scratches and/or ink spots. One can hardly write on
them without a thick sheet of paper for a pad.
Outside the classrooms, some desks are placed for the
students to sit on. Students really take advantage of them.
They sit on top of the desks and place their muddy shoes on
the seats instead.
When the 220 new desks for Pasig Line will be made
available for the student’s use, will they end up the way most
desks go?
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8 Editorial on Special
Occasions.
Those which are written to give meaning to
occasions such as Christmas, Labor Day, Hero’s
Day, and other significant events.

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 New Year Thoughts
New Year is the finale of the Yuletide Season which is
accompanied by the spirit of joy and goodwill than can only
be understood, never fully explained. It is enough to feel the
spirit of it – that which illumines our souls – the spirit that
transforms into reality that Christmas message “Peace on
earth to men of goodwill.”
When Jesus was sent to redeem mankind, the three kings
offered Him the choicest gifts of their kingdoms and since that
time, the Season has been the time to give, and to receive. And
man has since felt what pleasure it is to give and what joy to
receive.
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 New Year is an occasion and reason for showing the fine
sentiments that we feel. It is the time for renewal of
friendships, for making bonds of kinship stronger and firmer.
New Year’s time is the most fitting time to bury all
grudges. Between friends, neighbors, classmates, relatives,
co-workers, it is the time to forget all wrongs suffered and all
injuries received, to let bygones be bygones.
This constitutes the real essence of the Season, Love, the
greatest and finest of man’s sentiments must reign in all
hearts.

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9 Editorial Liners.
These are short, witty paragraphs, either serious or
light.

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 Love is…
Love is looking up to find comfort in mother’s smile. It’s
running and kissing father’s hands to deserve his package.
It’s thinking and dreaming about a loved one day and night.
It’s doing things to please the other. It’s answering and writing
love letters on perfumed paper. It’s crying and brooding over
careless words. It’s rejoicing and walking on clouds on
hearing sweet things. It’s loving happily day by day.

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 Why Wait?
“If we suddenly discovered,” the late Christopher Morley
once observed, “that we had only five minutes left to say all
we wanted to say, every telephone booth would be occupied
by people trying to call up other people to stammer that they
loved them.”
Why wait until the last five minutes?

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PARTS OF
EDITORIAL

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The title - clearly identifies the topic
The introductory statement – includes the writer’s view
on the issue
The body – provides supporting evidence and examples
The conclusion – restates the writer’s view and provides a
final appeal for the reader with agree to that view

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EDITORIAL
STRUCTURE

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EDITORIAL STRUCTURE

An editorial is similar to an essay that focuses on a specific

issue or topic, offers a thesis and provides evidence and
supporting arguments to convince its readers.

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DUTIES OF AN
EDITORIAL WRITER

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As stated, it is not necessary that chief editors write the
editorial. Whoever is the choice of the board to do so,
he/she must remember the he/she should:
1. present facts honestly and fully;
2. draw objective conclusions from the stated facts,
basing them upon the weight of evidence and upon
his/her considered concept of the greatest good;
3. never be motivated by personal interest, nor use his/her
influence to seek special favors for himself/herself or
for others;

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4. realize that he is not infallible;
5. regularly view his/her own conclusions in the light of
all obtainable information;
6. have the courage of well-founded conviction and
democratic philosophy of life; and
7. support his colleagues in their adherence to highest
standards of profession integrity.

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TECHNIQUES IN
WRITING
EDITORIAL

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Crafting the Editorial: Suggestions for Students
1. Planning the Editorial
a) Decide what issue you will write about and clearly
define the issue.
b) Consider who your intended audience will be (for
example, it may be the general readership or it may
be directed at those who hold a particular view that
may or may not already have been expressed in the
media or other public forum).
c) Brainstorm a variety of strategies you can use to
gain reader support for your view on the issue.
52
d) Develop logical and ethical arguments; avoid purely
emotional rhetoric. Remember, you are not a priest
to moralize the issue and just mainly attack the
emotion.
e) Conduct necessary research both to gather
information about the audience you are writing for
and to collect evidence, examples and support for
the view you are promoting.
f) Develop an outline to follow before you begin
writing.

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2. Writing the Editorial
a) Follow the pattern and style of editorial writing. In
most editorials, the opinion of the writer is given
near the beginning, followed by supporting
evidence and reasoning. This is called direct
approach.
b) The first-person plural voice (we, our) is most
common in editorial writing and is appropriate in
establishing the credibility of the board.
c) State your opinion briefly in the fashion of a thesis
statement.
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d) Give opposing viewpoint first with its quotations
and facts. Then, refute (reject) the other side and
develop your case using facts, details, figures,
quotations.
e) Concede a point of the opposition – they must have
some good points you can acknowledge that would
make you look rational.
f) Repeat key phrases to reinforce an idea into the
reader’s minds.
g) Give a realistic solution(s) to the problem that goes
beyond common knowledge. Encourage critical
thinking and proactive reaction. 55
h) Wrap it up in a concluding punch that restates your
opening remark (thesis statement).

i) Keep it to 300-500 words (for beginners like you)

and make every word count.

j) Develop a strong introductory statement to capture

the reader’s attention and to state your opinion. Use
a logical sequence for presenting your arguments,
and an effective conclusion to maximize the impact
on the reader.
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Editorial Writing: A Sample Structure
1. Start with the news peg with an objective
explanation of the issue or controversy.

The editorial lead, like in the news story, is the showcase

of the write-up. However, it is not considered the heart of
the story like in the news. The first paragraph is usually
called the news peg. A news peg is a brief statement about
the news event or issue upon which the editorial is based.

57
Included in the first paragraph is your stand or your
reaction. Such reaction should be clear and concise. For
instance, you tell right away if you agree or are against the
new rule imposed by the Student Coordinating Council.
Give your position at once in the first or second paragraph
whether you opt to continue the project of your
organization.

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2. Present your opposition first.

As the writer, you disagree with these viewpoints. Identify

the people (especially those who oppose you). Use facts
and quotations to state objectively their opinions. You may
opt to give a strong position of the opposition. You gain
nothing in refuting a weak position.

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3. Directly refute the opposition’s beliefs.

As the writer, you disagree with these viewpoints. Identify

the people (especially those who oppose you). Use facts
and quotations to state objectively their opinions. You may
opt to give a strong position of the opposition. You gain
nothing in refuting a weak position.

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4. Give other original reasons or analogies.

In defense of your position, give reasons from strong to

strongest order. Use a literary or cultural allusion that lends
to your credibility and perceived intelligence.

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5. Conclude with some punch.

Give solutions to the problem or challenge the reader to be

informed. A quotation can be effective, especially if from a
respected source. A rhetorical question can be an effective
concluder as well (example: If the government does not
defend the interests of children, who will?)

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SOME TECHNIQUES
IN BEGINNING THE
EDITORIAL

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1. Emphatic statement 2. A striking statement
or maxim about the topic

 Example: Zero-crime
 Example: Life is
rate. Peaceful. Safe.
unfair, but life is These are just some
what we live for. of the epithets
attached to Batanes
province.
64
64
 4. Narration

3. A quotation  Example: The 25th of

April marked a
Example: Many are seemingly job
called, but few are interview of the
chosen,” so the Bible Presidentiables as
tells. they engaged in the
third and last round
of debate in
Pangasinan.
65
65
5. An order 6. A question

 Example: Stop media  Example: Do you still

killings! remember when
Rodrigo Duterte
vowed to clean the
country’s criminality
in three to six
months?
66
66
7. Poetic
 Example: As the election
nears, many Filipinos
are still like small boats,
tossed by the wind, yet
innocent that half a
kilometer away is a
waterfall that many
wallows them down to
perpetual poverty. They
need to say no to vote
buying.
8. Prophecy
 Example: If we do not
listen to the cry of
Mother Earth, we
will wake up one
morning wishing to
live in Jupiter and
Saturn.
67
67
 10. A question
9. Reaction  Example: Like a
stern bowl cleaner,
 Example: Never did the newly elected
we see the Student president of the
Council dip its finger Student Council is
in the issue of trying to clean up the
amending the controversies
student manual. attached to the
organization.
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SOME TECHNIQUES
IN ENDING THE
EDITORIAL

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The last paragraph should give a punch to the readers. This
part should encourage them to act to an urgent issue, to
take part in the call for a change or to persuade them to
approve your position. In doing so, you may use some
techniques like:

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 2. Quotation
1. Proverb
 Example: If we think
 Example: People look up the education is
expensive, let us take
to the home of the
it from Will Durant
Ivatans as an honest and
who said, “Education
safe haven. We must
is a progressive
then prove that “first
discovery of our own
impression is lasing.”
ignorance.” Do you
want to stay
ignorant? 71
71
3. Advice

Example: We should
start changing our
system. Let us dress up
and vote.

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TYPES OF EDITORIAL COLUMN ACCORDING TO
CONTENT:

1. The “opinion” or column (also called the “signed

editorial column”) – Resembles an editorial in form
but, in contrast with the editorial’s personal and
anonymous approach, carries the personal, stamp of the
writer’s own ideas.
2. The hodge-podge column – where the author lumps
together odds and ends of information, a poem here, an
announcement there, a point paragraph, a modernized
proverb, a joke, or an interesting quotation. 73
3. The essay column (increasingly rare) – is a legacy
from a more leisurely age when writers could sit and
scribble and muse in light or purple prose. (The
exponents of this form were Addison and Steele of the
famed spectator papers, Charles Lamb, Oliver
Goldsmith, G.K. Chesterton, and Christopher
Morley. The Filipino columnist who best
approximated this type was Godofredo Rivera of the
Graphic.

74
4. The gossip column – caters to the inherent interest of
human beings in human beings. Unfortunately, the
reader’s eyes light up more frequently when they spy
the vices rather than the virtues of others. The society
columnists (as well as the otherwise sober ones who
occasionally dabble in small talk) chronicle here the
facts and foibles of the great and near-great, the social
climbers, and true celebrities. The first example that
comes to mind is Walter Winchelle and his “keyhole”
journalism.

75
5. The dopester’s column – written by the columnist who also
has his eye to the keyhole but with a more serious purpose.
He uses much the same technique as the gossip columnist
but rises above the chatterbox variety of news t poke into
the activities of the “men who make decisions.” The
“victims” are usually the government’s leader-politicians,
congressmen, senators, Cabinet officials, titans of industry
and commerce, and institutions which have to do with
national/international affairs. The columnist’s “pipelines” to
sources of information often give him the ability to
“forecast” news before it happens, bare still unannounced
plans and appointments, reveal “secret pacts,” and lay bare
the secrets of government and finance open to public 76
scrutiny.
CARTOONING

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78
 An editorial cartoon is an editorial page illustration
expressing opinion and interpretation. The word cartoon
is derived from two words: caricature and lampoon.
 A caricature is an exaggerated description, generally by
sketching. It is a pictorial representation of a person or
thing in which a defect or peculiarity is exaggerated so
as to produce a ludicrous effect.
 A lampoon is a piece of malicious writing, a personal
written satire that attacks and ridicules.

79
 An editorial cartoon also performs any of the three
functions of the news press – to inform, influence, or
entertain.
 A good cartoon appeals to the reader’s sense of humor
in order to persuade him to accept an opinion; an
effective social force.
 A cartoon like the top editorial, deals with only a single
idea and is about political and social conditions and
problems. Some cartoons are good-natured and
humorous; others are serious and sophisticated.
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Cartoon ideas cover a wide range or subjects. Some
may be:

Inspirational – e.g., the school represented as a mother

taking care of her children

Satirical – e.g., the embarrassment of having girls wear

miniskirt in the classroom.

Correctional – e.g., problems involving people taking

prohibited drugs.
81
Suggestions for Cartooning

 should say something

 should deal with only one topic
 should limit the use of words and labels
 should use universal symbols i.e., easily understood
even by ordinary reader
 should be original
 should not defame nor expose a person or object to
hatred, ridicule, or contempt

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CHAPTER XI
COLUMN
WRITING

83
 “
Many young writers prefer to write
columns rather than straight news or
features. Straight news is deemed to be
boring – covering press conferences
and reporting who said that. Feature
stories involve too much reporting and
require discipline to follow a set
structure. Columns, which are
essentially opinion pieces, are much
freer, therefore easier. Or so it seems. 84
 “
Column writing is very different from
other forms of writing because unlike
straight news and feature writing,
columns have dedicated readerships. It
is a great honor to be given a regular
column; however, remember to do it
well requires a great amount of
dedication to the craft. Lastly, be ready
for criticism.
85
 “
According to an American journalist, it is
meaningless to procure a column in the
newspaper for a writer when he does not the
ability to form ideas in his mind and reduce
them into writing. Yet column writing is not so
difficult that one cannot make any strides
towards writing it. If one has the ability and
determination to write, one can achieve the
desired proficiency in this field.
86
Types of Column

87
1. Editorial (news commentary) column – it comments
or interprets timely subjects.
2. Variety or humor column – an entertainment feature
made of short items, such as philosophical comments,
a play on names, local humor, parodies, and quotes of
unintentional blunders, light thrusts at school
happenings, puns, jokes and light verse.
3. Personals or chatter column – a column about well-
known persons.
4. Hodge-podge column – a column of various topics
that are separated by moustache like asterisks.
88
5. Opinion column – it concerns about the readers’ views
and may take the form of the poll or “inquiring
reporter” and the letter to the editor.
6. Exchange column – a collection of items culled by the
exchange editors from papers of other schools.
7. Book column – consists of several short reviews which
help the reader find titles for book reports, the review
is limited to 50 words.

89
Tips in Writing a
Column

90
 1. Write with conviction
6. Be critical
2. Maintain your focus
7. Do reporting
3. Understand opposing 8. Localize and
viewpoints personalize

4. Refer to facts 9. Be passionate

5. Use analogies 10. Provide a solution

91
CHAPTER XII
COPYEDITING:
CLEANING THE
COPY

92
Editing proofreading and copyediting are often assumed
to be the same thing – but they are not.

Editing
An editor has the freedom to remove entire sentences or
rewrite entire paragraphs. A good editor will correct any
obvious errors he/she comes across, but his/her main goal
is to use his/her expertise and intuition to ensure the
document makes sense, cuts down on wordiness and
clarifies any ambiguity.

93
Proofreeding
Proofreading is the process of examining the final draft of
a document or text – after it has been edited – to ensure
there are absolutely no errors. A proofreader will review
for spelling errors, punctuation errors, typos or incorrect
use of regional English.

Copyediting or Copyreading
To “copyedit” a document is to proofread it – with the
added expectation of ensuring style consistency with other
content from the publication. Copyediting is also known as
“sub-editing” in the UK, Australia and elsewhere.
94
Copyreading refers to the serious and comprehensive
revision of an article based on the standards of publication.

The Desk and the Desk Work

The Desk refers to the corps of editors or deskmen whose
primordial job is to clean the copies. A copy is a
journalistic term referring to any article whether sports,
news, editorial or feature.

The deskman/copyeditor is a knowledgeable master. He

edits the copy and writes the headline.
95
Procedures in
Copyediting

96
Once a copy is served to the editor, he/she should
handle the editing process systematically. Her are the
suggested steps:

1. Read the whole article first to determine what kind of

story it is.
2. Read the article again to determine which the led
paragraph is.
3. Take note of errors in fact. Check on the accuracy of
the statements and information. Verify with the writer
when in doubt.
97
4. Read the story again and mark all paragraph
beginnings. Then correct errors in grammar, spelling,
punctuation and style using copyreading symbols.

5. Improve the organization of the story. Make sure the

lead features the lead fact.

6. Go over the whole story again. Remove all

unnecessary and irrelevant materials.

98
7. Check the length of the story and then prepare the
clean copy.

8. Write a very catchy and fitting headline for the story.

Give the printer’s mark for both the body text and
headline. Encircle the slug line.

9. The article is now ready for printing.

99
Copyediting Symbols

100
101
102
Tips for Accurate
Reporting and Editing

103
1. Omitting
Verbal
Deadwoods

104
1. Omitting
Verbal
Deadwoods

105
1. Omitting
Verbal
Deadwoods

106
2. Avoiding
Redundancies

107
2. Avoiding
Redundancies

108
3. Using Simple
Words

109
4. Concrete and
Precise Writing

110
CHAPTER XIII
HEADLINE

111
 “
Headline refers to the tile of any news story
described as the short telegraphic major
messages of the news. Oftentimes, it is the gist
of the lead.

The headline of the Number One story on Page

1 is called a banner. If it runs across the page, it
may also be called a streamer.
112
Functions of Headlines

113
1. tells in capsule from what
the story is about
4. indicates the relative
importance of the news
2. gives the gist of the
news
5. gives a pleasing
appearance to the
3. presents the news for news page
rapid survey reading

114
Structure of Headlines

115
There are different kinds of headlines according to
structure. However, for the sake of consistency, only one
kind should be adopted by a newspaper common among
these are illustrated and briefly explained as follows:

116
117
118
119
120
121
122
123
Guidelines in
Headline Writing

124
1. Read the story first.
2. Clues to the headline are usually in the lead.
3. Use the shortest word possible
cop – police
nab – arrest
mishap - accident
4. Always have a subject and a verb. The headline should
NOT start with a verb because it will look like you are
giving a command to your readers.
Wrong: Give more funds
Better: Palace gives more funds to DepEd
125
5. Use historical present tense. This is to prioritize the
immediacy and timeliness of the news. It also
preserves the freshness of the whole article.
6. Delete helping verb if the verb is in the passive voice.
Wrong: Drug pushers are nabbed
Correct: Drug pushers nabbed
7. Use infinitives for future events.
Wrong: Unida will attend GSP confab
Correct: Unida to attend GSP confab
8. Do NOT put period at the end of a headline.

126
9. Delete articles (a, an, the)
Wrong: A fire hits DepEd office.
Correct: Fire hits DepEd office.
10. Use single quote in headline.
11. Use a comma instead of the conjunction “and”
Castillo, Esperanza attend nat’l seminar
12. Use the exclamation point sparingly.
13. When you have assertions, and the sources are given,
quotation marks are not needed. A one-em dash will
serve the purpose.
Mar a liar – Duterte or
Duterte: Mar a liar or
Mar a liar, says Duterte 127
14. Avoid splitting words that naturally go together.
Wrong: BNSHS observes Linggo ng Wika with tilts
Right: BNSHS conducts Linggo ng Wika tilts
15. Do not leave a preposition at the end of the line.
Wrong: Mentor calls for reform of schools
Right: Mentor calls for reform in Cagayan schools
16. Use only widely known abbreviations
17. Be positive.
Wrong: Meeting not to push through
Right: Board meeting cancelled

128
18. Don’t use X-mas for Christmas
19. Use kickers to attract attention or add more
information into your headlines. Kickers are short
lines, placed above the headlines and usually
underlined.

129
Headline Vocabulary

130
131
Mechanics of
Headline Writing

132
CHAPTER XIV
PUBLICATION STYLE GUIDE:
A SAMPLE

134
 “
Consistency in style is essential for a
well-edited newspaper. Each newspaper
should have a style sheet containing
rules that must be carefully observed
by all its staff members.

135
USE OF TITLES

136
1. Use “Miss” with the name of an unmarried woman
unless another title is more appropriate. In first
reference it is preferable to use the woman’s first name
as well as the last.

For example, at first mention in a story write: Miss Maria

Katigbak. Subsequently, she should be referred to as Miss
Katigbak, then Katigbak

137
2. In first sentence to mature man, use “Mr.” with the first
name and last name, unless another title is more
appropriate. In further references to him, use the
appropriate title and the last name.

3. Avoid using long and cumbersome titles before a name.

do not write: Chief of Police Jemery Morales. Instead,
write: Jemery Morales, chief of police.

4. Always capitalize a title when it precedes a name:

Superintendent Caballeroz. Do not capitalize titles that
follow the name: P.T. Caballeroz, superintendent of
schools. 138
5. In reference to a Catholic priest, use at first mention the
form, “Rev. Fr. Reynaldo Cabanillas.” On second or
succeeding references, use “Rev. Cabanillas” or Fr.
Cabanillas.”

6. Upon the first mention of a person in a story, unless that

person’s position in the community is very well known, it
is best to follow the name with a short descriptive phrase
or title that will identify him:

Example: Arthur, Talamayan, president of the San

Lorenzo Homeowners Association
139
7. Use the title “Mrs.” Before the name of a married
woman, unless another title is more appropriate. For
example, a woman judge or a military officer may prefer
a title related to her position. Some married women may
prefer “Ms.”

8. Avoid using a single initial; use both initials or the first

name.
Write: D.Y. Caparas or Democrito Caparas
Do not write D. Caparas.
140
9. Titles are abbreviated when used before a person’s full
name or before his first name’s initial and his surname.
Titles are spelled out when only the surname follow:
Example: Prof. Romulo Buenviaje; Prof. R.T.
Buenviaje; but Professor Buenviaje.

10. The titles Dr., Mr. and Mrs. are always abbreviated. But
the following titles are not abbreviated: president,
secretary, treasurer, director, governor, attorney, general,
ambassador, consul-general, minister, mayor, vice mayor,
councilor.
141
11. Congressman (spelled out, not “Cong.”) is used with a
person’s surname, as in Congressman Dorado. When the
full name is given, use the abbreviated title: Rep.
Hermis Dorado.

142
SPELLING

143
1. Avoid all abbreviations except a few standard ones that
are understood by the average reader of your paper, and
post this list where copyreaders and reporters will always
find it available. Abide by the list and accept no other
abbreviations.
2. Always spell out the names of days of the week. (Ex.
Wednesday, not Wed.)
3. In giving an exact date, spell out the names of moths that
have less than five letters; abbreviate the names of months
spelled with five letters or more. (Ex. June 15; Nov. 9).
When the name of the month stands alone without a day,
spell it out. (Ex. The war broke out in January, not in Jan.)
144
4. Spell out “fort,” “port,” and “mount”: Santiago, Port Area,
Mount Apo, Mount Pinatubo.
5. Spell out names of provinces and cities: Cebu, Cebu City,
Ormoc City.
6. Spell out all Christian names such as Juan, Carlos, Roman
instead of using abbreviations.
7. Spell out “street,” “avenue,” when used with the name of
the street: Ninth Street, Rizal Avenue, Port Area, Manila.
8. Avoid British spellings; use honor, not honor; organize
not organize.
145
9. Some papers prefer employee to employees: cigarette, to
cigarette, traveled to travelled. The rule is: the simpler, the
better.
10. Hyphens should be dropped in nominative forms
particularly in verb-preposition combinations such as:
cleanup, getaway, kickoff, etc. However, there are
exceptions like cast-off, cave-in, head-on, stand-in.
11. If in doubt, consult the dictionary.

146
QUOTATIONS

147
1. Quote (i.e. use quotation marks for) the names of books,
short stories, plays, songs, television programs, poems,
motion pictures and operas; also capitalize the first word
and other words in the title. Examples: “All the
President’s Men,” “The Old Man and the Sea,” and
“Straight from the Shoulder.”

2. Do not quote the names of newspapers of yearbooks; the

titles of pictures, statues, or other works of art; the names
of ships; the names of horses, dogs or other animals.

148
3. Repeat the quotation marks at the beginning of each
paragraph in a story where a quotation from one person or
book runs from one paragraph into the next; do not put
quotation marks at the end of the paragraph until the end
of the whole quotation is reached.

4. In general, put the comma and period inside the quotation

marks, whether the comma or the period belongs to the
whole sentence or to the part quoted.

149
The comma and the period used to be placed either inside the
quotation marks or inside in accordance with the meaning of
the sentence. Modern usage has decreed that, regardless of the
meaning, these two marks go inside; and the standard works
of English composition, such as Wooley and Scott’s New
Handbook of Composition, teach this usage.

Examples: “I am going home,” he said.

“My Fair Lady.”

150
5. Place the question mark or the exclamation point inside
the quotations if the mark of punctuation belongs to the
material included within the quotation marks; if it belongs
to the entire sentence rather than to the part quoted, and
then place the mark outside the quotations.
Example: Have you seen “The Deer Hunter”? He asked,
“Have you been in town?”

6. When a semicolon or a colon comes at the end of the

quoted matter, the mark of punctuation always goes
outside the quotation marks.
151
USE OF NUMBERS

152
1. Never begin a sentence with a figure. If the number is the
most important element in the sentence, then begin the
sentence with the number, but spell it out.
Example: Ninety-three persons were drowned.
In the flood, 93 persons were drowned.
2. Spell out number less than ten EXCEPT:
a) In giving the hour of the day: Write 8 o’clock; or 7:30
a.m. Do not write: eight o’clock (except at the
beginning of a sentence). Never use ciphers when
giving an exact hour: Do not write: 8:00 o’clock.
Instead, write: 8 o’clock or 8 pm.
153
b) In the statement of a definite sum of money: Write:
P5. Do not write: five pesos (except at the beginning
of a sentence).

Do not use ciphers to show an even amount of pesos with

no centavos; omit the ciphers: P6.

To express a sum of money less than P1, except when the

word, “centavos”: 10 centavos.

154
c) In the statement of ages: always use figures, except
when the age comes at the beginning of a sentence.
Example: He was 7 years old.
d) In stating the days of the month: Write Jan. 5. Never
use “the”, “rd” “nd” and similar expressions after a
date. Do not write Jan. 5th.
e) In expressing dimensions and measurements in which
two or more units of measurement are mentioned:
Example: He drove the distance in 5 hours, 20 minutes,
15 seconds. The closest is 9 feet by 15 feet.
155
 f) In expressing a series of numbers, some of which are
more than 10 and other, less, it is preferable to use
figures for all the numbers.
Example: From his pocket he drew forth 4 guavas, 3 rubber
bands, 28 soiled marbles, and 5 pieces of paper clips.
g) In the use of percentages and degrees:
Examples: The interest charged was 8 percent.
The thermometer registered 5 degrees above zero.
h) In statistical or technical matter.

156
3. Spell out approximate numbers:” Approximately one
hundred persons were present at the banquet.” But use
figures for some of money, even when these sums are
approximate: “Approximately P100 was collected.”
4. Spell out numbers of centuries: Twentieth Century.
5. Use figures for sessions of congress and of the legislature:
47th Congress
6. Use figures for numbers of military bodies: 121st Infantry
Division.
7. Use figures for all numbers of 10 or more the usage of
which is not governed by one of the preceding rules.
Examples: 19th Street Fifth Street. 157
CAPITALIZATION

158
CAPITALIZE:
1) The names of days of the week.
2) The names of months.
3) The names of centuries: Tenth Century, Nineteenth
Century
4) All proper names of persons, animals, objects, or places:
Juan Carlos, Rizal Park
5) All titles when they precede the name: Superintendent
Juan Caballero, Captain Romeo Morales
6) The names of streets, avenues, and boulevards: Acacia
Street, Rizal Avenue, Roxas Boulevard
159
CAPITALIZE:
7) The first word of a sentence, the first word of a complete
line of poetry, and generally the first word after a colon if
the material that follows the colon is an independent
clause.
8) The principal words in the titles of books, plays, lectures,
stories, etc., and the first word in such titles. Capitalize in
such title prepositions of more than four letters: “The Man
Without a Country”; “The Man with the Hoe.”

160
CAPITALIZE:
9) The exact name of any club, association, fraternity,
sorority, organization, school bureau, library or branch
library, school, Church, company, society, league, union,
scholastic organization, corporation, mine, mill, and bank.

Examples: National Press Club, Alpha Phi Omega, Ermita

Baptist Church, League of Filipino Students, etc. – Make
sure that the exact title of each organization is used on first
reference to that organization in the story.

161
CAPITALIZE:
10) References to specific courses: History 1, Commercial
Law, etc. Do not capitalize a general reference to a broad
subject, as in: He specializes in the study of history,
mathematics and chemistry.
(Exception: when academic subject comes from proper noun.

Example: He enjoyed his studies in Spanish.”

162
CAPITALIZE:
11) References to one of the four classes of students, when the
word “class” is used: Do not capitalize when the word
“class” is not used. Example: “The Sophomore Class will
hold a picnic.” “The sophomores will hold a picnic.”
12) References to school buildings or other buildings are
used: Claro M. Recto Building, PUP.
13) References to administrative offices: Principal’s Office;
Attendance Office; Superintendent’s Office. In general, do
not capitalize references to other rooms within the school
building: high school auditorium, cafeteria, manual
training room, assembly hall, locker room, etc.
163
CAPITALIZE:
14) References to particular departments: Manual Training
Department; Commercial Department; Spanish Department.
15) Names of holidays and special weeks: Independence Day,
Thanksgiving Day, Good Friday, Education Week, Book Week,
etc.
16) Names of races or nationalities: Indian, Chinese, Caucasian,
etc.
17) Names of basketball teams and other athletic clubs: Shell, San
Miguel, Presto.
18) References to the Bible or books of the Bible or the Deity.
19) References to sessions of Congress or the Legislature, to
military bodies, and political divisions; Example: 25th
Congress, Liberal Party, Christian Democrats. 164
USE OF
PUNCTUATION

165
1. Use a comma as described below:
a) To set off a proper name used in direct address:

Example: “You will get good grades, Miguel, when you earn
them.”

b) To set off a title when it follows a name.

Example: “Mr. Bert Lavarez, the chief of police, will retire on

August 1.”

166
 c) To set off appositives – identifying or descriptive
words or phrases following a noun:
Example: The journalism class vacationed in Baguio, the land
of eternal spring. Accompanying their classes was their
professor Julius Fortuna.

d) To separate units in geographical location or date,

when expressed as follows:
Examples:
- Batanes State College is located as Basco, Batanes.
- He arrived home after his trip from Cebu City on
Wednesday, June 13, 1990.
167
e) Generally, use the comma to set off a dependent
clause that comes at the beginning of a sentence:
Example: When the clock strikes, twelve, the noon-hour
bells will ring.

f) To set apart elements in a series, including use of a

comma before and in separating the last two elements
in series.
Example: In the fruit basket were two oranges, three
apples, and in dozen bananas.

168
g) When two adjectives modify the same noun, they
should be set apart by a comma if they coordinate in
thought.
Example: Pedro proved to be a hardworking,
conscientious student.
h) To set apart a nonrestrictive clause:
Examples:
- She confined her critical problem to Dean Carpio,
who is known to be a helpful counselor.
- The old Municipal, Auditorium, which is to be
demolished next week, was constructed during World War
II.
169
i) To indicate separation between any sentence elements
that might be misinterpreted if read together without
punctuation.

Examples:
 Mr. Silverio moved to Quezon City in 1945. Ever
since, he has been running his own business.
 Outside, the house appeared sturdy and strong. Inside,
the walls were crumbling.

170
2. Use a semicolon as described below:
a) Between clauses of a compound sentence that are
joined by however, nevertheless, moreover,
accordingly, in fact and therefore.
Examples:
 Millions of pesos have been spent in fertilizing the vast
farmlands in the valley; however, fertilizing, apparently,
has done nothing to increase the yield of corn per acre.
 In the last two years, television movies have steadily
decreased the portrayal of violence; moreover, paperback
novels on the best seller lists have also demonstrated that
public taste is turning away from violence.

171
b) Ordinarily, to separate two clauses of a compound
sentence joined by and when the clauses are internally
punctuated by commas.
Examples: Members of the audience, children as well as
adults, will be given a free illustrated booklet; and this
booklet will contain a list of toys representing characters in
the play.
c) To separate elements in a series when one or more of
those elements are internally punctuated by commas.
Example: Students serving on the committee are Lourdes
Aquino, sophomore; Safid Galang, junior; and, Alice
Sabile, freshman.

172
3. Use a period as described below:
a) After complete declarative or imperative sentence.
Example: The first revolutionary newspaper to be printed in
the Philippines was the La Solidaridad.

4) Use a colon as described below:

a) After a word, phrase, or sentence introducing a list or a
long quotation or a summary of statements.
Example: Included in the will was a list of the assets of the
corporation, as follows:

173
5. Use a question mark as described below:
a) To mark the end of a direct inquiry but not at the end of
an indirect question.
Example: He asked, “Where did the man go?” “He asked
where the man went.

b) To follow a word or phrase intended as an inquiry.

Example: The teacher was sure that something could be
done to stimulate the interest of her students in their class.
But what?

174
THANK
YOU!
EMMI M. ROLDAN. M.C.,
CSPE
Associate Professor

175