A wise history teacher (whom I don’t know, but I like what she said) once wrote in an e-mail: “I’d like to make a big plea for teaching students to look for Point of View, and not bias. They misuse ‘bias’ so much that it hurts to read. In most minds, ‘bias’ is BAD; and they get in the habit of writing the phrase ‘it is biased because’ – which, of course, makes the reader start grinding her teeth.” So, the moral of the story is: DON’T BE THAT STUDENT. Become familiar with the following terms and their definitions, and then get in the habit of using “point of view” OR “perspective” when discussing documents.
These terms have a NEGATIVE value attached to them:
bias (n.): a mental leaning or inclination; partiality; prejudice
biased (vb.): to cause to have a bias; influence; prejudice
These terms have a NEUTRAL value attached to them:
perspective (n.): the relationship or proportion of the parts of a whole, regarded from a particular stand or point in time; the interrelation in which a subject and its parts are mentally viewed
point of view (n.): the place from which, or way in which, something is viewed or considered; standpoint; a mental attitude or opinion
First Amendment scenario essay: Grading was based primarily on content, whereby you argued your reasoning for one of the scenarios based upon the First Amendment.
Number 1- "Piss Christ"- yes it stays: symbolic speech, minority views get a voice, causing no physical or economic harm (spiritual harm is not legally valid); government can sponser this, as they cannot intrude into religion (but is it even religious?), but more importantly Congress does not participate in the decision to grant or deny National Endowment for the Arts funding; obsentity? community standards can be argued; no, it goes: interesting arguments as the image could be considered "fighting words", but then again the courts have become more restrictive on this, as "reasonable" people should be able to control themselves; so the only way that you might get this taken down is that is causes economic harm, as people's routines have been impacted, so as they can't get to work.
Number 2- a critic works under the umbrella of opinion. Yes, there could be economic harm, but her word is subjective and really of no legal weight. In contrast, someone who claims to have found cockroaches, better be able to prove it. Otherwise, this is defamation.
NEW JOURNALISM TOPIC: Bias
Please read the paragraph below.
Discerning fact from opinion is a basic skill – and obligation
— Journalists must clearly separate and label fact from opinion in their reporting of information to communities and they should make concerted efforts to ensure that citizens know how to tell the difference. This includes news and news analysis, the news organizations’ and individuals’ opinions (columns, commentary, editorials, letters to the editor), advertising, advocacy ads and advocacy reporting.
— The public must make it a priority to learn the difference between fact and opinion and make it a skill to help others in their communities know the difference. Individuals must wield the right to challenge what communicators claim is fact and what is opinion. People must demand transparency and credibility of information. Readers and viewers must look at information beyond their circle of comfort so they obtain complete and thorough data before acting. These obligations include evaluating what they receive and verifying what they develop on their own.
IN CLASS TODAY: everyone is completing a self bias audit. We'll then discuss.
Copy of handout below. Please turn yours in for class credit. (What you write is only of significance to you.)
Bias audit Name___________________
Mark your response to the following:
Positive Negative Undecided Don't care
Administrators
Arabs
Black Muslims
Born-again Christians
Buddhists
Californians
Catholics
Chinese
Communists
Conservatives
Democrats
Doctors
Egyptians
Elderly
Football
French
Gays/lesbians
Honor Society
Iraqis
Jews
Jocks
Ku Klux Klan
Lawyers
Liberals
Muslims
Nerds
New Yorkers
Protestants
Republicans
Russians
Secretaries
Socialists
Sororities
Southerners
Teachers
Texans
Wealth
Welfare
Working class
The prototype for this list of organizations, etc., for students to gauge their emotional response/bias is a "Skill Drill" in Mencher's Workbook that accompanies "News Reporting and Writing." It's on page 127 in the Ninth Edition (c. 2003).
Period 7 Bias work. class handout. See copy below.
Bias Understanding the role of subjectivity and perception in the media. News Judgement
Trying to define what constitutes news is a delicate business. Some of the key factors include:
1. Impact: Is the only factory in town closing down? That has a bigger impact than two people being laid off, so it's bigger news. A disaster is big news because of its impact, leaving people hurt and homeless.
2. Conflict: A demonstration for animal rights in which people peacefully march and chant slogans is not a major news story. But if a confrontation develops between the protesters and a fur coat merchant, and someone gets hurt, it becomes a major story because the level of conflict has increased.
3. Prominence: Are celebrities or politicians involved in a story? If so, it's a bigger story. A failed marriage in the Royal Family is a big headline around the world, but the same problems, if they happened to your next-door neighbour, wouldn't even make the local paper.
4. Proximity: If your newspaper is in Timmins, Ontario, and a homeless person freezes to death on Timmins' main street one winter night, that's big news. But if your newspaper is in Whitehorse, Yukon, you are not as interested in a death in Timmins, because it isn't close to your readers.
5. Freshness: News has a short shelf life. If a development happened an hour before the paper's deadline, it's bigger news than if it's 24 hours old.
6. Novelty: There's a saying that "if a dog bites a man it isn't news, but if a man bites a dog, that's news." Human interest: Related to novelty. Stories about the 96-year-old who swims in the ocean every morning, winter and summer, or about the family with 20 foster children and how they cope, are of interest to readers.
These factors are all a part of news judgement.
As you read the following articles, note how a single event could generate more than one news story
1. Identify a point of view or bias, based on the language used.
2. Now take on your role as the “gatekeeper”. Critically analyze or deconstruct two of the following newscasts for potential bias. On a separate sheet of paper, list the bias through comparison, focusing on language, story selection and story order.
3. Finally, rewrite one of the stories , removing the bias.
Article 1 Sir Sam Steps Down!
Toronto Times November 1916
SIR SAM STEPS DOWN!
Sad news was announced in Ottawa today. Sir Sam Hughes is no longer the minister of Militia. The prime minister, bending to howls of criticism from Quebec, has dismissed this able, competent minister. Hughes has done more for the war effort than any other Canadian. He has recruited thousands of volunteers and raised thousands of dollars.
Canada entered the war with only 3000 in the armed forces. By the end of 1915, thanks to Sir Sam's tireless energy and inspired leadership, more than 200,000 of our noble sons have taken their places on the battlefield.
Without Sir Sam's efforts, how will Canada maintain its contribution to the war cause? Many English Canadians are angered by the reluctance of French Canadians to volunteer for overseas service. English Canadians are willing to defend the British Empire. The Empire that has done so much for Canada.
Sir Sam Hughes, through the force of his personality, has persuaded reluctant industrialists to invest heavily in the production of much needed war materials. We should be thankful that, through the contracts negotiated by the minister, tons of vital munitions are making their way to our soldiers at the front.
Article 2 HUGHES FIRED FROM CABINET
Montreal Matin November 1916
HUGHES FIRED FROM CABINET
At long last, Prime Minister Borden has done the honourable thing! He has thrown Sir Sam Hughes, his incompetent minister of Militia, out of the Cabinet. Now, Hughes will be unable to do any more damage to Canadian unity. Hughes, more than any other person, has divided and torn this country apart with his policies.
Hughes has managed to antagonize everyone in Quebec. Those French Canadians who have volunteered for the English war have been insulted. The recruitment posters, training and instruction manuals are in English only. More importantly, promotions have only been given to the English-speaking officers. How can Hughes and other Canadians expect French Canadians to join in the war effort when they are treated so poorly?
As Minister of Militia, Hughes has disgraced the nation by rewarding his friends and cronies with munitions contracts. These shady deals have allowed his friends to make millions at the taxpayer's expense.
Why should we spill one more drop of precious French-Canadian blood in Europe. Canada only wants Quebec in Confederation when we are willing to sacrifice for the British Empire. Britain started this war. Let Britain finish it!
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