Purpose, Tone & Bias

What do you see?

Evaluating What you Read

"Reading without reflecting is like eating without digesting“

– Edmund Burke

Group Task 1

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Worksheet B

3 Read the two news articles and, with a partner, discuss which of them you think is better reported. Give reasons.

4 In pairs or small groups, talk about the information that could be missing from the two articles. Report your ideas to the class. You can use some of the phrases below.

He might/could/may (not) (have) ...

The car might belong to ...

There might have been ...

It’s possible that ...

We don’t know ...

He might have been sent to prison because ...

Perhaps/Maybe ...

5 Game: Are you telling the truth?

► Write down two unusual facts about yourself and two things that are not true but could be true (your teacher will give you some ideas).

► In teams, take turns telling the truth or a lie. The other team can ask you questions about it and you should either answer honestly (if it was true) or make up details (if it was a lie).

Lesson 21: Critical thinking

Get these people

off our streets

The shocking behaviour of 18-year-old Jordan

Templar left the judge with no choice but to

send him to prison for two months. The court

heard how, in May, Templar stole a car and

drove it at deadly speeds, eventually crashing

into NINE parked cars, causing thousands of

pounds’ worth of damage. Templar, who was

not insured, was also banned from driving for

four years. After miraculously avoiding killing

anyone, Templar has got what he deserves.

Let’s hope they consider the safety of the public

before they let him out again.

Article A

P T T M T T

Article B

Group Discussion

1. Read the two news articles.

2. Discuss which of them you think is better reported. Provide reasons with specific examples.

3. Is there any missing information from the two articles that might have led to the crime being committed and the offender receiving a prison sentence?

Group Task 1

Evaluating Supporting DetailsFacts, Opinions & Bias

When reading data-supported statements, we still need to be very careful. Sometimes data can be misused or misinterpreted.

Here are some questions that you should ask yourself when reading these statements.

Facts, Opinions & Bias

1. Does the claim match the data?

More people have cell phones than toilets.

More people on earth have access to cell phones than toilets

？

“Just because someone quotes you a statistic or shows you a graph, it doesn’t mean it’s relevant to the point they are trying to make.”

Daniel Levitin- Neuroscientist and author of A Field Guide to Lies and Statistics

https://www.pexels.com/zh-tw/photo/267582/https://images.app.goo.gl/oRPtJwbEZD99UCf5A

“80% of dentists recommend Colgate.”

2. What comparison needs to be made?

The Advertising Standards Authority discovered that in the survey, dentists could recommend more than one toothpaste. In fact, another competitor was recommended almost as often as Colgate was.

3. Who’s saying it?

In 1998, Andrew Wakefield, a gastroenterologist and an anti-vaccine activist, published an “utterly false” research paper in The Lancet, claiming the the link between vaccine and autism disorders.

You’re a customer support rep and your boss claims that “our best customer support rep can resolve 800 tickets via phone a day.”

Suppose you want to know how long it takes a cup of coffee (at 140 degrees Fahrenheit) to cool to room temperature. After observing for three minutes, you find the coffee cools by 5 degrees every minute.

4. Does the claim seem plausible?

You’re a customer support rep and your boss claims that “our best customer support rep can resolve 800 tickets via phone a day.”

Suppose you want to know how long it takes a cup of coffee (at 140 degrees Fahrenheit) to cool to room temperature. After observing for three minutes, you find the coffee cools by 5 degrees every minute.

Does the claim seem plausible?

How was the data gathered?Is the data being distorted?

4. Does the claim seem plausible?

Work in a group and analyze the following sentences. Is each sentence written in an objective way or it’s biased? If not, how can it be modified?

1. Educators do not consider each child's particular learning style when developing lessons.

2. Third-grade boys are chronically disruptive, while the girls are always eager to please.

3. The teacher should use technology when she is teaching her class.

4. My daughter texts constantly, which shows that teenagers use cell phones more than they did in the past.

5. While all teachers are very good at helping students learn, No Child Left Behind (NCLB) hinders teachers, not allowing them to serve students well. Without NCLB, teachers would be able to perform their jobs perfectly.

6. I surveyed older adults while collecting data.

TonePurpose Organization

“The Ugly Truth about Beauty”

“The Ugly Truth about Beauty”

(An oxymoron)

deafening silence victorious defeat

too much of nothing

我達達的馬蹄是美麗的錯誤

It was the best of times, it was the worst of times

slow haste

那一聲珍重裡有甜蜜的憂愁

noble savage

cruel kindness

貫徹愛與真實的邪惡，可愛又迷人的反派角色

你的冷酷將我灼傷

Good night, good night. Parting is such sweet sorrow

How does sentence structure convey tone?

Informal: Shorter sentences, with a more conversational style

Formal: More complex sentences, logical connectors

TONE

Women

Sentence Structure

MenWomen

TONE

o Figurative language: metaphorexaggeration, oxymoron, sarcasm

o Formality, objectivity/subjectivity, neutral/emotional

o Informal – shorter sentences, a more conversational style

o Formal – more complex sentences, logical connectors

Word Choice / ConnotationsHow does the author set

the tone for readers?

Locate examples of exaggeration in Barry’s essay. Why does he use this strategy?

Which method of organization does Barry use to develop his essay?

Block Method

I.Block 1 (Subject A)a) feature 1b) feature 2

II. Block 2 (Subject B)a) feature 1b) feature 2

Point by Point Method

I. Subjecta) Similarities

1. xxx2. xxx

b)Differences1. xxx2. xxx

Compare & Contrast Essay Organization

Block Organization

Block 1: How men think of their looks

Block 2: How women think of their looks

Feature 1: Judgment about appearance

Feature 1: Judgment about appearance

Feature 2: Primary form of beauty care

Feature 2: Primary form of beauty care

Feature 3: Causes

Feature 3: Causes

Point-by-point Organization

Feature 1: Judgment about appearance

Feature 2: Primary form of beauty

MenWomen

MenWomen

Feature 3: Causes

MenWomen

Activity: Main Ideas & My Responses “The Ugly Truth About Beauty” by Dave Barry

Step 1:

Read the first five paragraphs of this article and highlight the main ideas.

Step 2:

Write down your interpretations, feelings and assessment next to the main idea.

Evaluating What you Read

“The Ugly Truth About Beauty” by Dave Barry

1. What does the author want me to believe or agree with?

2. What were my beliefs about the subject before I read this?

3. What are my beliefs about it now?

4. What has the text convinced me of specifically?

5. What insights do I have now that I didn’t have before I read this?

Evaluating What you Read

Compare & Contrast Task 1. Find TV shows, movies, video games or music that may reproduce the gender divide.

§ How do these media targeted to females differ from those targeted to males?

§ What beliefs and attitudes about gender roles in Taiwan’s society are fostered?

2. Compare and contrast the purpose and goal, targeted audience and/or intended messages.

Compare & Contrast Task3. Present a critical analysis

of the media message using a PPT slide.

4. Share your findings with a peer group

• W7 online video lecture & weekly quiz• W7 In-Class Readings• Reflective Journal Writing: 1. Pick one statement from the article ““The Ugly Truth About Beauty”

and write down your feelings/responses. What are your beliefs about beauty now?

2. Have you been asked “How do I look?” What was your response? Would you provide a different answer now? If yes, what will you say? Why?

Homework