ENGLISH 3rd Grading

Topic Overview

 Bias
 Author’s Bias
 How can we spot Bias?
Word choice and connotation
Name and Title
Placement and size
Selection or Omission
Images or Videos
 Bias Writing Vs Unbiased Writing
 How does an author become bias?
 How do you determine the Author’s Biases?
Evidence
Diction
 Conversation
 Communication
 Propaganda Techniques
What is propaganda?
Name Calling
Glittering Generalities
Transfer
Testimonial
Plain Folks
Card Stacking
Bandwagon
Emotional Words
Scape Goat
 Social issues
How an issue becomes a social issue under what circumstances?
 Moral Issues
How an issue becomes a moral issue under what circumstances?
 Economics Issues
How an issue becomes am economics issue under what circumstances?
 Cohesive Devices / Transition Signals
Additive
Adversative
Causal
Sequential
 Parallelism
Parallel Structure
Parallel Markers
 Bias refers to the inclination or prejudice in favor of or against a person, group, or thing,
especially in a way that is considered to be unfair. Bias can be conscious or unconscious, and it
can be driven by various factors, including personal beliefs, values, experiences, culture, and
socialization. Bias can manifest in different forms, such as stereotyping, discrimination,
prejudice, and bigotry.

Author's bias refers to the tendency of an author to present information or ideas in a particular
way based on their personal beliefs, opinions, or interests. Author's bias can influence how they
frame and interpret information, what evidence they prioritize or ignore, and what conclusions
they draw. Author's bias can be intentional or unintentional, and it can affect the credibility and
objectivity of the author's work.

It is important to be aware of author's bias when reading any text, as it can affect how we
interpret and use the information presented. Being able to recognize and evaluate author's bias
can help us to critically analyze the information and form a more informed and objective
opinion.

Spotting bias can be a challenge, but it is crucial to be aware of it in order to obtain an accurate
understanding of the news or information being presented. Here are some ways to spot bias:

 Word choice and connotation: One of the most common ways in which bias can manifest itself is
through the use of certain words or phrases that carry a particular connotation. For example,
using words such as "terrorist" or "extremist" to describe a certain group of people can be
biased, as it implies a negative association.

 Name and title: Bias can also be evident in the way that people are named or described. For
instance, using titles such as "Dr." or "Professor" can imply expertise and respect, whereas
referring to someone as "Mr." or "Mrs." can be seen as more casual or informal.

 Placement and size: Another way in which bias can be manifested is through the placement and
size of certain elements. For example, placing a story on the front page of a newspaper or
making the headline large and bold can signal its importance.

 Selection or omission: Bias can also occur when certain information is selected or omitted.
Selective reporting can be used to present a one-sided or incomplete picture, while omitting
information that contradicts the narrative.

 Images or videos: Bias can also be present in the selection of images or videos used to illustrate
a story. Images that depict certain groups or individuals in a negative light can be used to
reinforce a biased perspective.
 Author's bias refers to the author's personal inclination towards a particular point of view,
ideology or interest. It can influence the way information is presented, the selection of sources
and even the way questions are asked. Spotting author's bias can be similar to spotting bias in
general, but it requires some knowledge of the author's background, beliefs, and motivations.

 Bias writing is writing that shows a preference for or against a particular person, group, or idea,
and can affect the accuracy and fairness of the information presented. On the other hand,
unbiased writing is writing that presents information in a neutral and objective way, without
showing a preference for or against any particular person, group, or idea.

 An author can become biased when their personal beliefs, values, experiences, or affiliations
influence how they present information. This can cause them to selectively present information
that supports their position, while ignoring or downplaying information that contradicts it. Bias
can also stem from a desire to appeal to a particular audience or to achieve a particular goal,
such as promoting a particular agenda or ideology.

To determine an author’s biases, it is important to look at the evidence they present and the
language they use. Evidence can be evaluated for its credibility, relevance, and completeness. If
an author presents only a limited selection of evidence or leaves out key information, this may
indicate bias. Diction or the choice of words used by the author can also indicate bias. For
example, loaded language or emotionally charged words can indicate a bias towards a particular
point of view.

An unbiased author will present evidence from a range of sources and viewpoints, use neutral
language and avoid loaded terms, and present information in a way that is fair and balanced.
They will also make it clear when they are expressing their own opinions or beliefs, rather than
presenting objective facts. By contrast, a biased author will present evidence selectively, use
emotionally charged language and loaded terms, and present information in a way that supports
their own position or agenda.

Conversation and communication are related concepts, but they have different meanings.

 Conversation refers to an informal, verbal exchange of ideas, opinions, and feelings between
two or more people. It can take place in different settings, such as at home, at work, or in social
situations. Conversations can be spontaneous or planned, and they can vary in length and topic.
Conversations can also be conducted in person, over the phone, or through digital means such
as text messaging, social media, or video chat.

 On the other hand, communication is a broader concept that includes all forms of exchanging
information, ideas, and emotions between individuals or groups of people. Communication can
take place through different mediums such as written, oral, or visual. It includes not only verbal
communication, but also nonverbal communication such as body language, facial expressions,
and tone of voice. Communication can be formal or informal, intentional or unintentional, and it
can occur within various contexts, such as personal, social, or professional settings.
 In summary, conversation is a type of communication that involves verbal exchanges between
people, whereas communication refers to a broader range of interactions and mediums used to
exchange information and ideas.

Propaganda is a form of communication that aims to influence people's beliefs and behaviors
towards a particular idea or agenda. It is often used in politics, advertising, and other forms of
media to sway public opinion or promote a specific ideology. To achieve this, various
propaganda techniques are employed, such as:

 Name Calling: This technique involves using negative labels or insults to create an emotional
response to an idea or group. By attaching negative connotations to a person or idea, the
propagandist seeks to discredit it in the minds of the audience.

 Glittering Generalities: This technique involves using positive, vague, and broad statements that
appeal to the audience's emotions, such as "freedom," "justice," and "peace." These statements
are designed to make the audience feel good and support the idea or agenda being promoted,
without providing any concrete details.

 Transfer: This technique involves associating a person, product, or idea with a positive or
negative symbol or image. For example, using a patriotic flag to promote a political candidate or
associating a celebrity with a particular brand to enhance its appeal.

 Testimonial: This technique involves using a trusted or respected person to endorse an idea,
product, or candidate. By associating the person's reputation with the idea, the propagandist
seeks to gain the audience's trust and support.

 Plain Folks: This technique involves presenting an idea or product as being simple, down-to-
earth, and in line with the average person's values and beliefs. By portraying the idea as being
accessible to the masses, the propagandist seeks to gain popular support.

 Card Stacking: This technique involves presenting only the positive aspects of an idea or product
while ignoring or downplaying the negatives. The propagandist seeks to create an unbalanced or
distorted view of the idea or product to sway the audience's opinion.

 Bandwagon: This technique involves using social pressure to create the impression that
everyone is doing or supporting something. By portraying an idea or product as popular and
mainstream, the propagandist seeks to encourage the audience to follow suit.

 Emotional Words: This technique involves using words that appeal to the audience's emotions,
such as fear, love, anger, and patriotism. By evoking strong emotions, the propagandist seeks to
influence the audience's beliefs and behaviors.
 Scapegoat: This technique involves blaming a person or group for a problem or issue, even if
they are not responsible. By creating a common enemy, the propagandist seeks to unite the
audience against a perceived threat.

It is important to be aware of propaganda techniques and their use in media and politics to
avoid being manipulated by biased or misleading information.

Social issues, moral issues, and economic issues are interrelated and can influence each other.
Below are explanations of each issue and how it becomes an issue under certain circumstances:

 Social Issues:
Social issues are problems that affect a large segment of society. These issues often involve
social behavior and can be political, economic, or cultural in nature. They can be influenced by
factors such as gender, race, ethnicity, religion, and class. Social issues can become significant
when they generate public attention and become widely discussed in the media and public
discourse. These issues may also become significant when they affect people's well-being,
health, safety, or quality of life. Social issues can become a social issue when they lead to social
unrest, social inequality, and social conflict.

 Moral Issues:
Moral issues refer to ethical concerns that can arise in different areas of life, such as personal
relationships, work, and society. These issues often involve questions of right and wrong and are
influenced by individual values and beliefs. Moral issues can become significant when they
generate moral outrage and condemnation by society or when they violate moral principles that
are widely shared. For example, moral issues can arise from actions such as lying, cheating,
stealing, and harming others. Moral issues can become moral issues when they lead to moral
judgment, social stigma, and condemnation.

 Economic Issues:
Economic issues refer to problems that arise in the economic sphere, such as poverty,
inequality, unemployment, and inflation. Economic issues can become significant when they
have a significant impact on people's economic well-being and quality of life. Economic issues
can also become significant when they generate public debate and political action, such as
policy reforms, demonstrations, and protests. Economic issues can become an economic issue
when they lead to economic instability, social unrest, and political conflict.

Overall, issues can become social, moral, or economic issues depending on the circumstances
and the extent to which they affect people's well-being, values, and interests. Issues can also be
interrelated, with social, moral, and economic factors influencing each other. Understanding the
nature and causes of these issues is important for addressing them effectively and promoting
social justice, ethical conduct, and economic well-being.
 Cohesive devices or transition signals are words, phrases, or sentences that are used to connect
ideas, sentences, and paragraphs together to create a smooth flow of information. They serve as
a roadmap for the reader, indicating the direction in which the writer is taking them.

There are four types of cohesive devices or transition signals: additive, adversative, causal, and
sequential.

 Additive cohesive devices are used to show the addition of information. Examples of additive
transition signals include: "in addition," "also," "furthermore," "moreover," "likewise,"
"similarly," "as well as," and "not only...but also."

 Adversative cohesive devices are used to show a contrast or a change in direction. Examples of
adversative transition signals include: "however," "nevertheless," "on the other hand," "in
contrast," "despite," "although," "while," and "even though."

 Causal cohesive devices are used to show a cause-and-effect relationship between two ideas.
Examples of causal transition signals include: "because," "since," "as a result," "due to,"
"consequently," and "therefore."

 Sequential cohesive devices are used to show a sequence of events or steps. Examples of
sequential transition signals include: "first," "second," "third," "finally," "next," "then,"
"subsequently," and "meanwhile."

 Parallelism is the repetition of grammatical structures or patterns within sentences or

paragraphs. It is a rhetorical device that is often used to create emphasis, clarity, and rhythm in
writing. Parallelism can occur at the level of words, phrases, clauses, or sentences.

There are two components of parallelism: parallel structure and parallel markers.

 Parallel structure refers to the repetition of grammatical elements in a sentence. For example,
"She likes hiking, swimming, and biking" is an example of parallel structure because each
element in the list has the same grammatical structure (i.e., verb + object).

 Parallel markers are words or phrases that indicate that parallel structure is being used.
Examples of parallel markers include: "not only...but also," "either...or," "neither...nor,"
"both...and," and "whether...or." Parallel markers help to signal to the reader that the sentence
or paragraph is organized using parallel structure.

In summary, cohesive devices or transition signals and parallelism are both important tools in
writing. Cohesive devices help to create a smooth flow of information, while parallelism adds
emphasis, clarity, and rhythm to the writing.