Letter to the Editor Assignment (FTS-100-131, Fall 2012)

Due by email October 4th; revised version due by email October 18th

Nearly every newspaper publishes "letters to the editor," which are short comments submitted by readers. A typical length restriction is 250 words. In this assignment, you will write such a letter. You do not need to actually submit it for publication, though I encourage you to do so. Ask me if you'd like me to suggest a newspaper.

On November 6th, Minnesota voters will be deciding whether to add the following language to the state constitution:

(b) All voters voting in person must present valid government-issued photographic identification before receiving a ballot. The state must issue photographic identification at no charge to an eligible voter who does not have a form of identification meeting the requirements of this section. A voter unable to present government-issued photographic identification must be permitted to submit a provisional ballot. A provisional ballot must only be counted if the voter certifies the provisional ballot in the manner provided by law.

(c) All voters, including those not voting in person, must be subject to substantially equivalent identity and eligibility verification prior to a ballot being cast or counted.

Your letter must directly quote some portion of this proposed constitutional language. You must explain the significance of that portion, why it matters to you, and why it ought to matter to others. Based on this, you must urge your readers to take some specific action, such as voting for or against the proposed amendment.

You will be graded for your adherence to the following standards:

• Ethos
  • You demonstrate your knowledge of the proposal by correctly quoting a portion of it.
  • You show yourself to be an educated person by using conventional spelling, punctuation, and grammar.
  • You respect your audience by adhering to the 250-word limit and by not demeaning the character or intellect of your opponents.
• Logos
  • Each paragraph makes a single, identifiable point.
  • You link your understanding of what the quoted provision means to why it matters.
  • You link why it matters to what action is appropriate.
• Pathos
  • Although your tone starts out analytical to establish ethos, it transitions to something stronger such as compassion, sorrow, indignation, or determination.
  • You make every word count.
  • You use direct, active-voice sentences.
  • Your closing moves the reader to action