COLUMN

M A V E L L E S. S A N C H E Z

WRITING
Date: 04-22-2021 Version: V2 DC No: -QMR--051
Objectives
At the end of the session, the participants should have:

• Differentiated column and editorial;

• Earned tips on how to write effective
columns; and
• Dissected structure and contents of
sample columns.

Date: 04-22-2021 Version: V2 DC No: -QMR--051

• There are two kinds of opinions you’ll find on
opinion pages: editorials and columns.
• Editorials represent the official view of the
newspaper that’s publishing them.
• Columns are the opinions of the columnists who
write them.

https://www.jacksonvilleprogress.com/opinion/what-s-the-difference-between-a-column-editorial-and-news-story/article_04ec5e2a-415e-11ea-aff1-c3542c59c6d3.html

Date: 04-22-2021 Version: V2 DC No: -QMR--051

Column name and Byline
Head/Title
Subhead (optional)
Introduction, body, solution,
and conclusion

Columnist’s photo

Pull quote
 COLUMN EDITORIAL
EDITORIA
L
Free style Follows a structure
General stand of the editor/s
Personal take of the writer or the
publication
“I” or 1st person “We” or 3rd person
Slide: Pemuel Prado

Casual, engaging, and

Formal and discrete
conversational
May include personal
thoughts, emotions, and Fact-based only
experiences
Date: 04-22-2021 Version: V2 DC No: -QMR--051
 “It’s important to represent a variety of
viewpoints so that you, the reader, can
decide which analysis you find most
compelling and discover the strong
points of an argument you disagree
with.”
https://www.jacksonvilleprogress.com/opinion/what-s-the-difference-between-a-column-editorial-and-news-story/article_04ec5e2a-415e-11ea-aff1-c3542c59c6d3.html

Date: 04-22-2021 Version: V2 DC No: -QMR--051

Slide: Pemuel Prado

Date: 04-22-2021 Version: V2 DC No: -QMR--051

 COLUMN EDITORIAL
EDITORIA
L
Free style Follows a structure

General stand of the editor/s or the

Personal take of the writer
publication

“I” or 1st person “We” or 3rd person

Slide: Pemuel Prado

Casual, engaging, and conversational Formal and discrete

May include personal

Fact-based only
thoughts, emotions, and experiences

Date: 04-22-2021 Version: V2 DC No: -QMR--051

Column
• not a news article, but it generally answers why
and how
• like writing an open letter
• Originally OP-ED (Opposite Editorial)
• Now Opinion-Editorial
Writing Columns, Debrah Jefferson, Extension and Agricultural Information

Date: 04-22-2021 Version: V2 DC No: -QMR--051

Topics for a column
• International, national or regional issues
• Local/school concerns
• Human interests

It is good to start with a mainstream issue then

connect it to a local concern.

Date: 04-22-2021 Version: V2 DC No: -QMR--051

 NEXT TO BORACAY
Why Libuacan Cold Spring also needs a shutdown

Earlier this year, President Rodrigo Duterte ordered the

temporary closure of the Boracay Island, a renowned tourist
destination in the country, following reports of poor waste
disposal mechanisms and environmental abuse. In the local
context, I believe the most famous tourist spot in Tagbina –
Libuacan Cold Spring – also needs a break from the daily
tourism grind.
First Place, In-depth Analysis, 2018 Regional TOT on Campus Journalism

Date: 04-22-2021 Version: V2 DC No: -QMR--051

Things to Consider
Purpose Why are you writing? Is it to inform the community about
an event? Does the paper's editor, the community want it?
Are you entertaining, informing or educating?
Audience Who are you trying to reach? Decide on your audience.
Write in their language, at their level, about things the
readers need to know or want to know.
Content What will your column discuss? How will you discuss it?
Answering why and how will help determine what.
Remember, columns should be based on facts and should
be accurate.
Names are crucial in a personal column. Personal columns
may be informal; yet accuracy and sourcing material
counts. Writing Columns, Debrah Jefferson, Extension and Agricultural Information

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 TIPS
Skill + knowledge
Combine exemplary writing skills with
proper knowledge of the topic.
Practice critical thinking and logical
reasoning. Display your ability to
analyze issues.
Slide: Pemuel Prado
Purpose
Why are you writing? To educate? To
commend? To entertain? To persuade?
To criticize? Whatever that may be, get
your message across and influence
public opinion.
Date: 04-22-2021
Personality
Have your own tone and voice when
writing. Write the way you talk with
conviction. You may include your or
others’ personal thoughts and
experience.
Audience
Consider their level of understanding.
Don't use high-sounding words. Give
examples and analogies to explain a
complex topic. Let them know why
they should care.
Version: V2 DC No: -QMR--051
 Analogies
• Hindi ka papapasukin sa mall kung walang face shield pero sa loob
ng mall, ginagawa lang namang masagwang headband ang mga
ito. Di ba nakakaumay ang mga polisiyang pilit na ipinapatupad
kahit wala namang kabuluhan? Tulad din ito ng teacher namin
dati na hinanapan ng fire exit sign sa evaluation kahit iisa lang
naman ang pinto ng klasrum.
• Some people with depression are accused of attention seeking
and are brushed off even by family members saying they just
need to stay positive. Depression is a medical condition. You can’t
tell a COVID-19 patient to stay positive.
• Philippine politics has just become a major teleserye.

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 TIPS
Research
Educate yourself on various topics,
laws, and concepts to widen
horizon. Support your arguments
with the right facts from credible
sources, but DON’T bombard your
article.
Slide: Pemuel Prado
Organization
Use transitional devices for a smooth
and focused flow of ideas. HACK:
Plan your draft in bullets. (Topic,
Stand, Reasons, Solutions).
Date: 04-22-2021
Syntax and grammar
Display rich vocabulary, correct
grammar, and proper sentence
construction. Don't write too lengthy
sentences and paragraphs. Limit
article to 500-800 words.
Ethics
Avoid derogative and curse words.
Avoid mentioning the Almighty Father.
Be timely. Cite your sources properly
and observe copyright laws. Be mindful
of the publication rules.
Version: V2 DC No: -QMR--051
 NEXT TO BORACAY
Why Libuacan Cold Spring also needs a shutdown

Earlier this year, President Rodrigo Duterte ordered the temporary closure of the Boracay Island, a
renowned tourist destination in the country, following reports of poor waste disposal mechanisms and
environmental abuse. In the local context, I believe the most famous tourist spot in Tagbina – Libuacan
Cold Spring – also needs a break from the daily tourism grind.
-Subjective description on how Libuacan changed over the years, statement from a local supporting
my description
-Interview with barangay council on the ESWM implementation in Libuacan
-Interview with the Municipal Tourism focal person regarding waste disposal issues
-Transition from waste disposal issue to lack of regular employee to maintain cleanliness of the spring
-Interview with Mayor on plans for rehabilitation, ownership issues
-Transition to the temporary closure of the Enchanted River, interview with the management on the
changes in the operation, effects of the closure
-Go back to the expected results of Boracay closure
- Conclusion reinforcing the idea presented in the title and lead
First Place, In-depth Analysis, 2018 Regional TOT on Campus Journalism

Date: 04-22-2021 Version: V2 DC No: -QMR--051

Mr. Lindol vs Projects
with Plastic Cover
Ni: Pemuel Prado, Champion, Pagsulat ng Kolum,
RSPC 2019
Sabi ng DepEd, magtatayo daw ng mga school
building na “disaster resilient”.
Sunod-sunod na lindol ang naranasan ng halos
lahat ng parte ng Mindanao. Kamakailan pa nga ay
niyanig ng 6.9 na lindol ang ilang bahagi ng nasabing
pulo. Iba’t ibang imprastraktura ang nagsibagsakan
at nagkaroon ng malalaking bitak. Kawawa lang kasi
hindi nakaligtas ang mga school building na tinawag
pa ng DepEd na “disaster resilient”. Buti na lang wala
ng pasok!
Okay! Nakabawas ng suliranin sa DepEd dahil
walang namatay o nasugatan na mga mag-aaral at
guro habang nasa paaralan at niyayanig ng lindol.
Teka lang, hindi pa kayo ligtas!
3 weeks lang ang tagal ng Christmas break sa mga
public school. Kaya niyong ibalik ang mga nasirang
gusali sa normal bago mag-Enero?
Kung kaya niyo, okay, pero parang hindi eh!
Maraming school buildings ang nasira at karamihan sa
mga ito ay mga bagong gawa. Ang tanong dito ay hindi
kaya maaapektuhan ang pag-aaral ng mga bata sa
kabila ng walang maayos na silid dahil nasira ng lindol?
Balikan natin yung sinasabing “disaster resilient”.
Nakakatawa lamang isipin sapagkat nauna pang nasira
ang mga bagong gawa kaysa sa mga gusaling ilang taon
na ang tagal. Kung ako ang tatanungin, may maganda
at masamang epekto ang pagtama ng mga sakuna,
gaya ng lindol. Alam naman siguro natin ang mga
masasamang epekto. Kaya ang tatalakayin natin sa
ngayon ay ang magandang epekto.
NAKITA ANG MGA MALI.
Ang 6.9 na lindol na tumama sa ilang parte ng
Mindanao ay naging daan upang makita ang
katotohanan sa likod ng mga nasirang imprastraktura.
“Korupsyon,” sabi niya. “Tama,” sambit ko. Oo, marahil
isa ito sa mga dahilan kung bakit ang mga bagong gawa
ay madaling nasira.
 Isa ang Matanao National High School sa
Davao del Sur na labis na napinsala ng lindol.
Yung 4-storey building na bagong tayo ay
nagkaroon ng malaking sira. Milyon ang budget
sa pagpapatayo ng isang school building, gaya ng
sa nabanggit na paaralan. Ang problema kung
hindi ginastos ng tama ang buong budget at
kinaltasan para sa pansariling interes. Kawawa
tuloy ang mga mag-aaral na maikokonsiderang
mga biktima ng mga mapang-abusong kamay.
Disaster Resilient. Hanggang salita lamang ba
ito? Isang proyekto na ang tunguhin ay
mabigyan ng magandang silid ang mga
estudyante na pinaniniwalaang makakatulong
upang madali silang matuto. Nasa Deped
Mission pa nga na palaging pinapa-memorize sa
mga mag-aaral. Oh baka naman ang dapat mag-
memorize ay ang mga opisyal ng gobyerno?
Plastic Cover. Nandiyan ang media. “Kumusta
po ang planong pagtatayo ng mga bagong school
building?” “Sa ngayon ay sinimulan na ang
pagtatayo ng mga gusali na disaster resilient. Malaking
pondo ang inilaan dito upang maipatayo talaga natin
ang mga inaasam na school buildings.” Ang ganda ng
reply sa media. Ayun, maraming naniwala! Ang hindi
nila alam ay basa pala at madaming punit sa loob ng
libro na nilagyan nila ng magandang “plastic cover”.
Sana naman maging sapat na ang mga pangyayaring
ito upang bumuo ang kinauukulan ng karampatang
aksyon ng sa ganu’y matigil na ang mga anomalya sa
pagpapatayo ng mga pampublikong gusali, gaya ng
school buildings. At sa mga pasimuno sa iba’t ibang
infrastructure projects ng gobyerno, nawa’y sa
pamamagitan nito ay mabuksan na ang inyong mga
puso’t isipan na isa sa mga misyon niyo ay pangalagaan
ang kapakanan ng mga tunay na boss ng lipunan - ang
mamamayan.
Huwag nating hintayin na mga sakuna pa, gaya ng
lindol ang tutuklas sa katotohanan sa likod ng mga
proyektong may magandang “plastic cover”.
Short, direct lead
but the stand is
evident

Personal
experience
relevant to the
topic

Strong opinion,
formal language
The writer used
forms of vaw as
subheads. These
reiterate the
writer’s stand that
violence against
women is still
happening in the
society.

The writer’s
opinion is backed
by statistics and
interviews.
The conclusion
justifies the title
and the lead. A
solution is offered.
The literary
character
presented in the
early part of the
article is restated
to thoughtfully
close the column.
Column: YOUNG BLOOD Title: Teaching mathematics
• By: Franco Cabral - @inquirerdotnet
• Philippine Daily Inquirer / 05:03 AM November 21, 2021
• After four long years of being a scholar, I finally found earlier this year that my mission, aside from being a scientist for the nation, is
to educate others. When I was first presented with the opportunity to teach mathematics to a small group of indigent students, I
was initially very hesitant. After some thinking, I finally consented, carried by the thought that I was doing something good for
humankind.
• I came to my first (online) lecture not knowing what to expect, since it was my first time stepping so far outside my comfort zone. It
turned out that my students had different capabilities in mathematics and were in different stages of their life, with the eldest about
the same age as I am.
•
There was one thing consistent among all of them, though: their motivation to learn. As I held more and more lectures, I noticed
how they were all genuinely excited to learn from me, and the reality that there are students like mine who have so much potential
to succeed but cannot obtain the education they deserve was given a whole new dimension. This view was particularly
strengthened when I learned that they were merely given “exercises” to do and that there wasn’t anyone who taught them the
theory required to answer those exercises. These observations urged me to rapidly improve my teaching so that I could give them
the best possible lessons, and so they could make the most out of my service.
• My experience with teaching further strengthened my already existent belief that it isn’t usually the students’ fault if they aren’t
achieving, but their teachers’ and the previous education they received. This is especially true for a subject like mathematics,
where everything builds on each other, and gaps in previous topics can easily cause students to fall behind. Such was the case
with my students: When I first taught them, I was hearing algebra when in fact most of them still struggled with basic fractions. I
sought to remedy this, reminding them that mastery in foundational principles is necessary to do good mathematics.
• This situation particularly spoke to me as an aspiring physicist who values problem-solving and the understanding of concepts as
two integral components to learning. I’ve noticed that most of the time, students are instructed to simply memorize, memorize,
memorize, when in fact it should be understand, understand, understand. For fields like mathematics, it becomes necessary to
solve increasingly difficult problems since easy problems are simply ineffective as a tool for learning. I saw my first opportunity to
teach actual students as a chance to try applying these principles and to test if they are indeed effective.
• It was my chance to build on the qualities my already amazing teachers in the Philippine Science High School have shown me.
Now, I wasn’t the one listening. I was the one teaching.
• I then set to work, first discussing the basics to strengthen my students’ foundations. I mainly worked through examples while
explaining my thought process to teach them the concepts. I also gave them rules to remember, always making sure to carefully
explain why and how those rules might arise, and different ways of thinking about them. I would then give them exercises to
answer after every lesson, then we would discuss the problems as a class. I was lucky enough to have such a small class size; it
allowed me to talk with them freely while I was teaching, and they could easily talk to me as well if they couldn’t understand
something.
• It would be dishonest to say that my first teaching experience went flawlessly and as planned. One particular blunder early on was
that I would simply teach them all the required concepts in one go and then proceed to give them a mixed bag of problems about
what I taught. I realized that my approach was very much inappropriate when I noticed that they were unable to solve the
problems, and forgot most of what I had taught them in a week or so. It was a learning experience for me as much as it was for
them: I learned how hard it is to be a teacher, and that a good teacher must adapt to fit the needs of their students.
• I still teach my students in Cebu weekly, and it makes me proud seeing how we’ve gone from discussing integers to now starting
with basic algebra in the span of a few months. I guess the satisfaction a teacher gets from seeing their students mature is enough
to keep them going. It certainly is the case for me.
• This experience has made me more thankful for the education I receive at the Philippine Science High School, and the presence of
all of the teachers who so passionately teach their subjects. Academically privileged as I have been, it becomes easy to take things
for granted and not see the full picture. My experience with my students in Cebu was an eye-opener, and the one thing that
inspired my desire to teach others. I now believe the knowledge one gains is useless if not shared with others, and it is nothing
short of selfish to keep it to oneself.
• I hope to continue to be of service to my fellow Filipinos in some way through teaching, while also pushing out cutting-edge
research in physics for the advancement of knowledge.

Franco Cabral, 16, is a Grade 12 student and aspiring physicist from the Philippine Science High School (PSHS)-Main Campus. This essay,
originally titled “Student and teacher,” won in the Lead to Serve essay-writing contest in the category “For Whom Am I A Scholar”
sponsored by PSHS Batch 1979 through their Cleofe M. Bacungan Servant Leadership Endowment Fund.
Column: SECOND OPINION Title: The unbearable lockdown of Filipino children
• By: Gideon Lasco - @inquirerdotnet
• Philippine Daily Inquirer / 05:07 AM November 19, 2021
• We’re approaching the two-year mark of the pandemic, and one thing now very clear is that
how people experience it depends on one’s position in life: one’s occupation, country of
residence, socioeconomic status, age, and gender.
• Thus, while the Philippines rightfully deserves to be recognized as one of the worst places to
be during the pandemic (until a few days ago we were still stuck in debating the need for
those face shields), we need to ask which particular groups have had it worse, and in this
column I would like to highlight one demographic: minors, or children below 18.
• Medically speaking, children are actually the least vulnerable age group to COVID-19—a fact
that confounded scientists at the beginning, given that for many other viruses, young
children are at higher risk for poor outcomes. Of course, this does not mean that they are
immune to the virus. But regardless of their actual COVID-19 risk, they have been impacted
the most, not so much by the virus, but by the government’s pandemic response.
• The “educational lockdown”—by some accounts the world’s longest—has meant that children have been cut off
from the major source of physical, mental, and social activity during their formative years. While online learning is
an increasingly workable alternative in many contexts (and kudos to all our teachers for trying their very best),
there are noncurricular, but no less important benefits of being in school that children have been deprived of. Even
as face-to-face classes are being “piloted,” the apparent restrictions (e.g. emphasis on useless plastic barriers but
not on ventilation) speak of how the learning environment will continue to be unnecessarily difficult and
inconvenient.
• Kids have also been prevented from leaving their homes entirely. As I wrote in this space back in April, “keeping
children indoors is an untenable policy, and cannot be continued without posing significant and lasting harm on the
health and well-being of children, families, and communities.” It’s a warning that has only grown in importance
today. It is worth pointing out that as the last group to receive vaccines (informed in part by their perceived low
risk), they are also being excluded—even if unintentionally—by the growing number of vaccine mandates, and this
is particularly true for children below 5 who may be years away from getting their shots.
• Thankfully kids are finally being allowed to go out, but even today, policies and popular attitudes continue to single
out children, to a point where parents who let their kids go out are being shamed and cast as the new “pasaway.”
Of course, there are valid public health reasons to keep kids from crowded places like malls, but is it the parents’
fault that they have nowhere else to go?
• It need not have been this way. While almost all countries have imposed restrictions on children, most of them do
not come close to the measures we have put in place, both in terms of their strictness and duration. Once the
science became clear that the outdoors are a safe space and children are at minimal risk, many countries were
quick to encourage children to go outdoors, just as they had been quick to prioritize reopening schools.
• There are various reasons why we have failed our children in this regard, from decision-
makers and experts being out of touch with the realities of poor and middle-class Filipino
children, to the dearth of green and open public spaces in our overprivatized cities.
• More fundamentally, however, I believe our policies have also been influenced by
longstanding attitudes about children. In our country, children are perceived as
vulnerable and powerless, unable to think for themselves, and policies have tended to
reflect this thinking in ways that stifle children’s growth, independence, and critical
thinking. To cite just one example: A few years back, a couple of field trip-related
accidents led the DepEd and CHEd to suspend field trips altogether. While the manifest
reason was safety, I believe such a totalizing response is reflective of the
overprotectiveness with which we treat our young ones.
• And so beyond the short-term need for evidence-based policies concerning children, and
even beyond the longer-term need for more green spaces for children and adults alike,
we must interrogate and critically challenge how we have long babied our young ones,
and how our government has long infantilized our people.
• A nation that treats its children like babies will never grow up.
Do you have questions? Feel free
to ask in the comments section.

Date: 04-22-2021 Version: V2 DC No: -QMR--051

 You have been a
wonderful audience.

Thank you very much!

Date: 04-22-2021 Version: V2 DC No: -QMR--051