20.1.1.1: The Assignment
- Page ID
- 272693
\( \newcommand{\vecs}[1]{\overset { \scriptstyle \rightharpoonup} {\mathbf{#1}} } \)
\( \newcommand{\vecd}[1]{\overset{-\!-\!\rightharpoonup}{\vphantom{a}\smash {#1}}} \)
\( \newcommand{\id}{\mathrm{id}}\) \( \newcommand{\Span}{\mathrm{span}}\)
( \newcommand{\kernel}{\mathrm{null}\,}\) \( \newcommand{\range}{\mathrm{range}\,}\)
\( \newcommand{\RealPart}{\mathrm{Re}}\) \( \newcommand{\ImaginaryPart}{\mathrm{Im}}\)
\( \newcommand{\Argument}{\mathrm{Arg}}\) \( \newcommand{\norm}[1]{\| #1 \|}\)
\( \newcommand{\inner}[2]{\langle #1, #2 \rangle}\)
\( \newcommand{\Span}{\mathrm{span}}\)
\( \newcommand{\id}{\mathrm{id}}\)
\( \newcommand{\Span}{\mathrm{span}}\)
\( \newcommand{\kernel}{\mathrm{null}\,}\)
\( \newcommand{\range}{\mathrm{range}\,}\)
\( \newcommand{\RealPart}{\mathrm{Re}}\)
\( \newcommand{\ImaginaryPart}{\mathrm{Im}}\)
\( \newcommand{\Argument}{\mathrm{Arg}}\)
\( \newcommand{\norm}[1]{\| #1 \|}\)
\( \newcommand{\inner}[2]{\langle #1, #2 \rangle}\)
\( \newcommand{\Span}{\mathrm{span}}\) \( \newcommand{\AA}{\unicode[.8,0]{x212B}}\)
\( \newcommand{\vectorA}[1]{\vec{#1}} % arrow\)
\( \newcommand{\vectorAt}[1]{\vec{\text{#1}}} % arrow\)
\( \newcommand{\vectorB}[1]{\overset { \scriptstyle \rightharpoonup} {\mathbf{#1}} } \)
\( \newcommand{\vectorC}[1]{\textbf{#1}} \)
\( \newcommand{\vectorD}[1]{\overrightarrow{#1}} \)
\( \newcommand{\vectorDt}[1]{\overrightarrow{\text{#1}}} \)
\( \newcommand{\vectE}[1]{\overset{-\!-\!\rightharpoonup}{\vphantom{a}\smash{\mathbf {#1}}}} \)
\( \newcommand{\vecs}[1]{\overset { \scriptstyle \rightharpoonup} {\mathbf{#1}} } \)
\( \newcommand{\vecd}[1]{\overset{-\!-\!\rightharpoonup}{\vphantom{a}\smash {#1}}} \)
\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)Activity: To practice evaluating your articles for media bias, you will complete the Allsides exercise. To do this, you should use your topic to find one news story that was reported in several newspapers: one from the left, one from the center, and one from the right. Then you will analyze how each newspaper covers the story. After your media bias evaluation, the article that fits the best can be kept as one of your secondary sources.
Here's an example. Topic/Search Terms: Remote Learning Plans For Chicago Public Schools
Left
Headline: Chicago Public Schools to start the year with Remote Learning, Mayor Lightfoot, CPS, announces
Author and Publisher: Jessica D'Onofrio, Craig Wall, Liz Nagy, and Sarah Schultz - AbC7 Eyewitness News https://abc7chicago.com/cps-remote-school-learning-chicago/6354910/
Date and Summary: Aug 5th, 2020- The Reporters discuss how remote learning won't be easy or cheap.
They establish ethos by: There is an embedded video of the reporters interviewing CPS teachers. There are quotes from CPS CEO Janice Jackson, CTU VP and CTU President along with parents. This shows that they collected information from different perspectives for full coverage of the story. There are some typos and several ads that take away from the authority.
They establish logos by: The report is organized mainly topically and is mostly informative. The main claims and argument come from the quotes in the interviews. They present CPS plans, but then also state the plans for private schools right at the end eluding to the tension in the city.
They rely on pathos by: They use language like the Mayor feeling 'threatened' by the CTU. They describe the news of a possible teachers strike as "rumblings".
Center
Headline: Chicago Public Schools Announce Remote Learning for First Quarter
Author and Publisher: The Associate Press, The New York Times
Date and Summary: Aug 5th, 20 CPS Janice Jackson and Mayor Lori Lightfoot state why they decided to start the school year remotely. https://www.nytimes.com/video/us/100000007274410/chicago-public-schools-remote-learning.html
They establish ethos by: This is a recorded clip of the press conference held by the Mayor and CPS CEO. This is first hand information, so it is actually a primary source. One way that the authority is diminished is because the clip is only one minute and it the link is misleading. It seems like it will be a full article, but it is not. Therefore, there is not enough information to use in my research.
They establish logos by: The clip is purely informative in how it is presented to the reader. The argument however comes from the content of the Mayor and CPS CEO insisting that stating with remote learning is the best way to go because of the suggestions from public health advisers.
They rely on pathos by: The video takes up the whole page demanding that the viewer pay attention to what is being said. This makes the viewer feel like they are at the actual press conference.
Right
Headline: Chicago Schools to Begin Year with all Remote Learning after Teachers Union Objects Hybrid Format
Author and Publisher: Zachary Evans- National Review
Date and Summary: Aug 5th, 20 https://www.nationalreview.com/news/chicago-schools-to-begin-year-with-all-remote-learning-after-teachers-union-objects-to-hybrid-format/
They establish ethos by: The authority is diminished in this article first by all the advertisements. There are so many pop up ads that they continuously cover the words. Next the picture of the classroom is not of a CPS school, which can be misleading. Evans tries to establish authority by adding quotes from CTU President's twitter account, quotes from Mayor Lori Lightfoot's press conference, and citing a survey. The link to the survey takes the reader to another secondary source and not the actual survey.Finally, the last quote from a parent is not actually a parent of CPS but of the school district in Evanston.
They establish logos by: The article is mostly informative, but there is an argumentative aspect as Evans claims that parents are divided on whether to reopen remotely or not and takes the side that the Mayor's decision is from "strong pushback" from the teacher's union.
They rely on pathos by: The picture at the beginning of the article of the empty classroom is used to evoke sadness in the reader, but it is not successful as it could be because it is not from a CPS school.
Overall, I would not use this article because it is too short and at times misleading.
Evaluating News Paper Articles and Popular Sources
To continue to learn about bias, go to Allsides.com https://www.allsides.com/unbiased-balanced-news and pick one news story.
Summarize and analyze how each side represents this news story. EXPLAIN what rhetorical methods are used: ethos, logos, and pathos. Ethos is the authority. Logos is type of logic that is used to present information. Pathos is how the source uses emotion. Remember to look at the words that are used to create these rhetorical appeals. Give examples.
You might have to look around for the same exact news story. Sometimes they are not always right across from each other.
Your analysis should be 3 long paragraphs-1 for each side. Below is a template to use.
Topic/Search Terms:
Left
Headline:
Author and Publisher:
Date and Summary:
They establish ethos by:
They establish logos by:
They rely on pathos by:
Center
Headline:
Author and Publisher
Date and Summary:
They establish ethos by:
They establish logos by:
They rely on pathos by:
Right
Headline:
Author and Publisher
Date and Summary:
They establish ethos by:
They establish logos by:
They rely on pathos by:
Assessment Tool:
|
|
Fully Meets Expectations |
Adequately Meets Expectations |
Does Not Meet all Expectations |
|
Completeness/Correctness |
Has article from all sides on the same topic. Discusses briefly why or why not they would use the article. Completes the task. |
Maybe be missing some information about the article. Discusses briefly why or why not they would use the article. |
Missing most of the information about the article. Does not discuss why or why not they would use the article. |
|
Learning Outcomes |
Has an explanation for each logos, pathos and ethos. Shows understanding of concepts through explanations and use of lesson’s vocabulary. |
Understands concepts, but may be confused one concept or new term. |
Needs to review new concepts and ideas. does not show understanding of lesson. |
|
Grammar and Mechanics |
Uses appropriate language that is free from grammatical and mechanical errors. |
Evidence of editing, but there are some grammatical and mechanical errors: though, they do not inhibit readability. |
Grammatical and mechanical errors throughout. At times, inhibits readability and clarity of expression. |