Doing What is Right
Module 1, Activity 3.4 - Journalist's Code of Ethics
Teacher Page
(student page for this lesson)

Introduction:

The students are now ready to write their own code of ethics. In this lesson, they will write a brief informal essay explaining their own journalistic code of ethics.

Activities:

Task One - Preparing to Write
Students start the process of writing their informal essay by remembering all the key factors to consider in journalism ethics. Students should revisit the previous pages on ethics if they need a refresher:

3.1 Introduction Ethics and Journalism
3.2 Libel and the Law

After reviewing the concepts, students should use the writing process to prepare their informal essays. First taught in the lesson on Finding the Central Idea, the process is modified in the student version of this lesson. If students are unsure what an informal essay is, have them review the concepts on the student page.

Task Two - Editing
Before starting peer-editing, discuss taking feedback well and working together. Have students use copies of the handout on peer-editing to work through their essays. If possible, have students edit directly in the word processor, using the word processing collaboration tools.

An Example - Editing in Microsoft Word

After sitting down to another student's document at the computer, students can enter changes so they are easy for you to see. One way is to go to the insert menu at the top and select comment. The screen divides, and students type comments at the bottom. The second method is under the tools menu, and it is called track changes. Experiment with both methods before trying them with students. Remember to have your students print a copy as a rough draft before they accept or make the changes suggested by the peer-editor.

See a tutorial on how to track changes
and add comments in Word

View an alternate tutorial on the use of Word in general. This also explains tracking.

Instructional Strategies:

Task 1 - Writing for Meaning (Direct)
Task 2 - Peer-editing (Interactive)

There are a number of ways to evaluate an informal essay, but there are some basics that remain consistent:

1. Give students the assessment tool when you discuss the assignment. Be sure to highlight expectations and how meeting them will be evaluated.
   
2. Include a mark for content, process and product. The process could be worth anywhere from 20% to 50% of the evaluation plan for the informal essay depending on the objectives and the time alotted in class for process. 30% might be a good weight for the process as explained in this lesson.
   
3. Evaluation of informal essays is typically either holistic or broken into tight categories where numerical values are assigned. Checklists or anecdotal records, for example, are largely ineffective for assessing essay writing, as the construction of an essay is to complex and interrelated. You might also choose to evaluate an essay through conferencing with a student.