This is the Self-Learning Module (SLM) for English Grade 8, Quarter 3, Module 1: Examining Biases. It was developed by DepEd Caraga Region under the Alternative Delivery Mode (First Edition, 2020) for learners studying at home. By the end, learners should be able to spot when an author is for or against an issue, check the author’s word choice and evidence, and write messages that are fair and balanced.
On this page 7 sections
What learners will learn
The module covers one Most Essential Learning Competency (MELC): examine biases (for or against) made by the author, EN8RC-IIIg-3.1.12.
Learners are expected to:
- determine the concept of bias;
- identify the author’s biases in given statements;
- recognize if the message of the author is for or against a certain issue;
- evaluate biases found in a text by looking at the author’s diction and evidence; and
- create a message that promotes fair and unbiased writing.
What bias means
The module defines bias as an author’s expression of his or her own opinion on an issue without examining and presenting enough evidence. Bias can come from the author’s personal beliefs, culture, attitudes, preferences, and past experiences.
The module compares two kinds of writing:
| Biased writing | Unbiased writing |
|---|---|
| Subjective | Objective |
| Unfair presentation of the issue | Fair presentation of the issue |
| Focuses on one side | Focuses on both sides |
An author becomes biased when he or she tries to make readers accept his or her own stand by giving inaccurate information or a false impression, whether or not the author means to mislead.
To show how bias starts, the module asks learners to pick favorites, such as basketball or volleyball, K-pop or OPM, and Facebook or Instagram, and then think about whether their reasons were facts or personal preferences.
How to spot an author’s bias
The module teaches two things to check: evidence and diction.
- Evidence can be facts and information, testimonies and direct observations, scientific and legal findings, or anecdotes and philosophical evidence.
- Diction is the words or expressions that show the author’s stand. These words can have a positive or negative connotation. For example, “My new neighbor is a mature woman” is positive (well-mannered), while “My new neighbor looks too mature in that dress” is negative (looks old).
Guide questions from the module:
- Does the author give more positive evidence to support one side, or more negative evidence to disprove one side?
- Does the author use more positive or more negative words to present one side?
Worked example: beach or mountain
The module analyzes a paragraph about summer vacations. The author lists many enjoyable things to do at the beach (swimming, surfing, picking shells, watching the sunset) but describes the mountains with words like dangerous and danger, mentioning wild animals and falling. The author never mentions beach dangers such as drowning. Because the evidence and word choice favor one side, the paragraph is biased.
Activities and assessments
The module includes these parts:
- What I Know: a 15-item multiple-choice pretest.
- What’s In: a review where learners mark sentences about pandemic habits as positive or negative.
- What’s New: the “Pick Your Favorite” activity.
- Activity 1: Semantic Web: words and phrases related to bias.
- Assessment 1: Biased or Not Biased: ten statements, such as “Basketball is the best sports in the world.”
- Activity 2: Am I Positive or Negative: finding positive and negative sentences in a passage about mining.
- Assessment 2: Pick Me!: picking out the biased words in sentences like “Men are better drivers than women.”
- Activity 3: For or Against and Assessment 3: Evaluating Biases: deciding which side the author favors in paragraphs on dogs vs. cats, soda vs. juice, and phasing out vs. retaining jeepneys, then listing the evidence for each side.
- What I Have Learned: three things learned, two things liked, one question.
- What I Can Do: evaluating the bias in a short text, “The Consequences of Social Media,” by completing a guided paragraph.
- Assessment: a 15-item post-test.
- Additional Activities: an infographic with three tips for avoiding biased writing, scored with a rubric (topic/purpose, data, layout, color/font, and sourcing).
How to use this module
- Learners: Take the pretest first. The module says that if you get a perfect score, you can skip it; if you make even one mistake, continue. Work through the parts in order and write all answers on a separate sheet of paper, not on the module. Answer the post-test at the end. Use the answer key honestly to check your work.
- Parents and facilitators: Help your child follow the directions and read each passage carefully. Many items, such as the semantic web and the infographic, have answers that may vary, so focus on whether your child’s reasons make sense.
- Teachers: The answer key covers the pretest, review, assessments, Activity 3, and the post-test. The infographic rubric can be used to grade the additional activity. Learners who have questions or difficulty are told to consult their teacher or facilitator.
Frequently asked questions
What grade and quarter is this module for?
It is English Grade 8, Quarter 3, Module 1. It covers the MELC on examining biases (for or against) made by the author, EN8RC-IIIg-3.1.12.
What is bias according to the module?
Bias is an author’s expression of his or her own opinion on an issue without examining and presenting enough evidence. It can come from personal beliefs, culture, attitudes, preferences, and past experiences.
How do you identify an author’s bias?
The module says to look at the author’s evidence and diction. Check whether the author presents more evidence or more positive or negative words for one side of an issue.
Does the module have an answer key?
Yes. The answer key covers the pretest, the review, the assessments, Activity 3, and the post-test. Open-ended activities are marked as answers may vary.
Can learners skip this module?
The module says learners who get a perfect score on the pretest can skip it. Anyone who makes one or more mistakes should continue with the module.
Full text of the module
The text below is a transcription of the PDF above, as printed.
English Quarter 3 – Module 1: Examining Biases
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[illustration: students reading and studying under a tree, at a desk, and with a globe and a lamp]
CO_Q3_English 8_ Module 1
English – Grade 8 Alternative Delivery Mode Quarter 3 – Module 1: Examining Biases First Edition, 2020
Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this module are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them.
Published by the Department of Education Secretary: Leonor Magtolis Briones Undersecretary: Diosdado M. San Antonio
Development Team of the Module
Writers: Shela May P. Lacia, Redentor G. Bandoy
Editors: Ponciano G. Alngog, Gemma B. Espadero, Jeanette R. Isidro
Reviewers: Gladys S. Asis, Fe M. Dizon, Elnora T. Ordedor, Kristoffer Ian Basco, Lucita Besonia, Mary Grace Balagot, Gemma B. Espadero, Marvelous Estal, Jeanette Isidro, Tammy C. Catubig, Vanessa R. Natulla
Illustrator: Jason Villena
Layout Artist: Julien A. Espinoza, Ronald T. Bergado
Management Team: Francis Cesar B. Bringas, Isidro M. Biol, Jr., Maripaz F. Magno, Josephine Chonie M. Obseñares, Jeanette R. Isidro, Gemma B. Espadero, Eric C. Cabaluna
Printed in the Philippines by
Department of Education – Caraga Region
Office Address: Learning Resource Management Section (LRMS), Teacher Development Center, J.P. Rosales Avenue Butuan City, Philippines 8600 Tel. No: (085) 342-8207, Telefax No.: (085) 342-5969 E-mail Address: caraga@deped.gov.ph
8
English Quarter 3 – Module 1: Examining Biases
Introductory Message
This Self-Learning Module (SLM) is prepared so that you, our dear learners, can continue your studies and learn while at home. Activities, questions, directions, exercises, and discussions are carefully stated for you to understand each lesson.
Each SLM is composed of different parts. Each part shall guide you step-by-step as you discover and understand the lesson prepared for you.
Pre-tests are provided to measure your prior knowledge on lessons in each SLM. This will tell you if you need to proceed on completing this module or if you need to ask your facilitator or your teacher’s assistance for better understanding of the lesson. At the end of each module, you need to answer the post-test to self-check your learning. Answer keys are provided for each activity and test. We trust that you will be honest in using these.
In addition to the material in the main text, Notes to the Teacher are also provided to our facilitators and parents for strategies and reminders on how they can best help you on your home-based learning.
Please use this module with care. Do not put unnecessary marks on any part of this SLM. Use a separate sheet of paper in answering the exercises and tests. And read the instructions carefully before performing each task.
If you have any questions in using this SLM or any difficulty in answering the tasks in this module, do not hesitate to consult your teacher or facilitator.
Thank you.
What I Need to Know
This module is developed based on the Most Essential Learning Competency (MELC) presented in the English 8 curriculum guide for the third quarter. This module is split into self-contained units with their own activities and notes for further reading.
Also, this module focuses on the importance of recognizing biases found in texts. Understanding these biases will help you examine unfair and baseless opinions made by some authors on a certain issue. Hence, the lesson will enable you to become critical and active readers that are able to discern and evaluate messages.
The Most Essential Learning Competency (MELC) covered in this module is to examine biases (for or against) made by the author, EN8RC-IIIg-3.1.12.
Objectives:
As a learner of this module, you are expected to:
- determine the concept of bias;
- identify the author’s biases in given statements;
- recognize if the message of the author is for or against a certain issue;
- evaluate biases found in text by determining the author’s use of diction and evidences; and
- create a message that promotes fair and unbiased writing.
What I Know
Before we start the discussion, find out how much you know about the lesson. If you get perfect in this assessment, you can skip this module. If you get at least one or more mistakes, proceed with this module.
Directions: Analyze the questions carefully. Choose the letter of the correct answer. Write your answers on a sheet of paper.
This refers to an author’s expression of his/her own opinion on a particular issue without examining and presenting enough evidences.
a. bias
b. judgment
c. objective
d. subjectiveWhich of the following factors influences a person to be biased?
a. evidences
b. experiences
c. facts
d. realityBelow are true about bias, EXCEPT:
a. presenting both sides of the issue
b. telling only a part of the issue at hand
c. putting across an unfair or one-sided opinion
d. being subjective as opposed to being objectiveWhich of the statements below helps a person determine the author’s biases?
a. Use of diction and evidence
b. Use of credentials
c. Use of personal thoughts
d. Use of words“Fathers are always responsible in making decisions than mothers.” Which of the words below makes the statement biased?
a. always
b. decision
c. making
d. responsible“Pageants are amazing platforms that promote different advocacies such as women empowerment, child protection, and environmental conservation.” Which of the words below makes the statement biased?
a. amazing
b. conservation
c. different
d. protection“To have a vaccine for COVID-19 before the opening of classes on August 24, 2020 is unbelievable.” Which of the words below makes the sentence biased?
a. before
b. opening
c. unbelievable
d. vaccine“Buying a brand new android cellphone is a waste of money.” Which of the words in the statement shows bias?
a. brand new
b. buying
c. money
d. wasteWhich of the following statements is an example of unbiased writing?
a. Filipinos are the best singers in the world.
b. High school dropouts will not be successful in life.
c. Asians have a diverse and rich cultural heritage.
d. Students who are good in Science and Math are brainy.Which of the following statements expresses bias?
a. The Earth rotates around its own axis.
b. Jose Rizal is our country’s national hero.
c. Putting rubbing alcohol is the best way to kill bacteria and viruses.
d. COVID-19 is an infectious disease caused by a new strain of coronavirus.Which of the following statements does NOT manifest bias?
a. Filipinos are considered the best English speakers in the world.
b. Women leaders are better than men when handling a health crisis.
c. Research studies are undertaken to help improve human condition.
d. Online games are the main cause of mental health problems among teenagers nowadays.Which statement of the writer expresses bias?
a. This bag is made of leather.
b. This shampoo uses organic ingredients.
c. This perfume costs twice the price of a sack of rice.
d. The car that he bought was impossible to purchase given its price.Which of the following statements shows the positive view of the author about mobile games?
a. It distracts teenagers from their academic priorities.
b. It enhances the analytic and critical skills of players.
c. It promotes messages about violence among teenagers.
d. It negatively affects their physical and psychological health.Which of the following statements shows the negative view of the author about social media?
a. It breeds cyber bullying and depression.
b. It can be an avenue for business opportunities.
c. It develops the information and communication skills (ICT) and creativity of teenagers.
d. It allows people to create online communities and friendship.What should an author do to avoid being biased? The author must…
a. present evidences to support personal opinions
b. present solid evidences on both sides of an issue
c. use words and expressions that appeal to the readers
d. use words and expressions to convince readers to take a stand
What’s In
Now that you have assessed how much you know and do not know about the topic let us proceed in learning more about examining bias. First, let us review what you have learned about the previous lesson through the activity below.
Directions: Read the sentences carefully. Put a check mark (√) if the sentence connotes a positive message and a cross-mark (x) if it is negative. Write your answers on a separate sheet of paper.
☐ 1. People should stay at home during pandemic. ☐ 2. Washing of hands is optional. ☐ 3. Wearing a face mask is a must. ☐ 4. People are not following social distancing. ☐ 5. Using rubbing alcohol regularly is important.
The sentences above conveyed positive and negative opinions about a certain issue. Opinions, for or against, are based from personal views that may be biased. Hence, it is important to examine biases that could influence one’s judgment on a particular issue. You will learn more about this as you proceed to the other parts of this module.
What’s New
As mentioned people can be easily swayed by differing viewpoints, it is, however, interesting to note what factors explain how and why people are influenced by bias. This section will give you an idea about these factors.
Activity: Pick Your Favorite
Directions: Pick your favorite between the given options below. Then, give your reason for choosing such. Write your answers on a separate sheet of paper.
Basketball or Volleyball
Reason: _______________________________________________________English or Math
Reason: _______________________________________________________Mobile Legends (ML) or Defense of the Ancients (DOTA)
Reason: _______________________________________________________Kpop (Korean Pop) or OPM (Original Pinoy Music)
Reason: _______________________________________________________Facebook or Instagram
Reason: _______________________________________________________
Self – Check
- What made you choose your answers in the activity?
- Were your reasons based on facts or personal preferences?
- What factors come into play when you choose based on your personal preferences? (experience, upbringing, trend, environment, culture, etc.)
While it may sometimes be harmless to choose based on personal preferences; however, there are instances when these may easily make you biased in believing certain types of information. This may result to you forming biases which may later on turn into a belief that can alter your attitude towards an issue.
Hence, in this module, you will learn how to examine biases especially in tackling issues and informing your beliefs. This will help you make sound judgments on given situations.
What is It
In this part of the module, you will learn the concept of bias and ways to determine the author’s biases.
What is bias?
Bias refers to an author’s expression of his/her own opinion on a particular issue without examining and presenting enough evidences. This arises from the author’s thinking which may be influenced by personal beliefs, culture, attitudes, preferences, and past experiences.
To further understand bias in writing, refer to the illustration below .
[chart: flowchart; comparison of biased and unbiased writing]
BIASED WRITING
- Subjective: Unfair presentation of the issue. Focuses on one side.
UNBIASED WRITING
- Objective: Fair presentation of the issue. Focuses on both sides.
When does an author become bias?
An author becomes bias when he/she persuades the reader to believe on his/her own stand of the issue by giving inaccurate information or false impression even with or without the intention of misleading the readers.
How do you determine the author’s biases?
To determine the author’s biases and to understand his/her underlying purpose, you must look at the use of evidence and diction.
Evidences can be in a form of facts and information, testimonies and direct observations, scientific and legal findings, and anecdotes and philosophical evidences.
Diction refers to the words or expressions that help convey the stand of the author towards an issue. These words and expressions may indicate a positive or negative connotation or meaning.
The table below shows an example of a word with a positive and a negative connotation.
| Positive Connotation | Negative Connotation |
|---|---|
| My new neighbor is a mature woman. The word ‘mature’ means that the woman is well-mannered. This implies the author’s positive view towards the woman. | My new neighbor looks too mature in that dress. The word ‘mature’ means that the woman looks old in her dress. This implies the author’s negative view towards the woman. |
Here are some guide questions to check the author’s use of evidence.
- Does the author present more positive evidences to support one side of an issue?
- Does the author present more negative evidences to disprove one side of an issue?
Here are some guide questions to check the author’s diction.
- Does the author use more positive words and expressions to present one side of an issue?
- Does the author use more negative words and expressions to present one side of an issue?
Let’s use the guide questions above when we read and examine the paragraph below:
Summer vacation is the favorite season for most people. Some go to the beach; others go to the mountains. These places will make them feel closer to nature. However, having a vacation by the sea differs from having a vacation in the mountains.
People can swim, surf, or dive on the beach. Others can pick up shells, go sunbathing, or even play volleyball. Also, the sound of the sea waves hitting the shore can make people feel more relaxed. While sitting on wooden chairs, people can watch the sun as it sets down.
On the other hand, people can also explore the mountain side to experience the strong and fresh air. People can hike and do bonfire. However, hiking in the mountains can be dangerous because of the presence of wild animals and the danger of falling.
Whichever, people choose, they can experience a lot of enjoyable adventure. Yet, there are many things people can do in the beach than in the mountain.
Following the guide questions given in the discussion, let’s analyze the evidences and the diction used by the author.
| Going to the Beach | Going to the Mountain |
|---|---|
| can swim, surf, or dive can pick up shells, go sunbathing, or even play volleyball can make people feel more relaxed can watch the sun as it sets down | has a strong and fresh air can hike and do bonfire can be dangerous presence of wild animals and the danger of falling |
For the evidences:
Based on the table above, you will notice that the author has presented more positive evidences of going to the beach than going to the mountain.
You will also notice that there is an unfair presentation of the evidences. The author emphasized the dangers on going to the mountain but failed to present the dangers on going to the beach like drowning.
For the diction:
The author used more positive words such as highlighting the benefits of going to the beach, but he/she used negative words when referring to going to the mountain such as dangerous and danger. These words give a negative impression to the readers making the author biased as he/she was favoring one idea over the other. He/she also failed to present both advantages and disadvantages about going to the beach and going to the mountain in a more balanced and objective way.
What’s More
After you have examined the biases of the writer in the previous activity, let’s practice further what you have learned from the discussion by doing the following activities. First, you need to exhibit your understanding of the concept of bias through semantic webbing and differentiating biased from unbiased statements. Next, you will look into diction to examine bias. Lastly, you will be evaluating the author’s bias.
ACTIVITY 1: Semantic Web
Directions: Fill in the semantic web with words or phrases that relate to the word “Bias”. Write your answers on a separate sheet of paper.
[chart: semantic web; central “BIAS” with six empty ovals for words or phrases, linked to the center]
Self – Check:
- Are the words/phrases related to bias?
- Do the words/phrases convince you about the definition of bias?
ASSESSMENT 1: Biased or Not Biased
Directions: Put a check mark (√) if the sentence is biased or a cross-mark (x) if it is not. Write your answers on a separate sheet of paper.
_____ 1. Brand Z Bath Soap is endorsed by dermatologists in the Philippines. _____ 2. Brand Z, the bath soap I used, is the leading brand in the Philippines. _____ 3. Basketball is the best sports in the world. _____ 4. Basketball is one of the most widely played sports in the world. _____ 5. Carrot growers believe that carrots should be part of our daily diet. _____ 6. Carrots are a good source of Vitamin A which is good for the eyesight. _____ 7. Mothers nurture best the emotional intelligence of their children. _____ 8. Study says that children’s intelligence is inherited from mothers. _____ 9. Generally, most of the students find Mathematics difficult. _____ 10. Boys are more inclined to learning Mathematics.
Activity 2: Am I Positive or Negative
Directions: Read the paragraph below. Identify the sentences that signify positive or negative bias. Copy the graphic organizer and write your answers on a separate sheet of paper.
Mining for Minerals
Rocks that contain minerals are called ore. Mining is the process of digging to find ore. If the ore is close to the surface, miners can create an open-pit mine
We need mines because we need to have minerals. We use minerals to make things such as toothpaste, medicine, and airplanes. But mines also create problems.
Working in mines can be dangerous. Miners can be trapped underground if a tunnel collapses. Miners breathe dangerous gases and rock dust in the mine that can make them very sick. Mining can put dangerous pollution into the environment. Mines can destroy habitats that animals rely on to survive. Some mining companies try to repair the habitat. Damage to animal populations might be permanent.
[chart: graphic organizer; two speech bubbles beside smiling and frowning faces, labeled “Positive” (left) and “Negative” (right), both bubbles blank]
Self – Check:
- Have you identified the sentences that convey a positive and negative meaning?
- How do these sentences lead to an author’s bias?
Assessment 2: Pick Me!
Directions: Pick out the words or expressions that make the sentence biased. Write your answers on a separate sheet of paper.
- Women are very sensitive compared to men.
- We will never gain any benefit from playing mobile games.
- Filipinos are the best English speakers all throughout Asia.
- By giving aid to his people, the governor is a hero to his constituents.
- Divorce of parents always tears children’s self-esteem.
- Love is the most powerful force that spins the earth.
- Men are better drivers than women.
- Elderly people are no longer productive at work.
- Chubby kids are prone to get sick.
- Marrying at an early age is a disgrace.
Activity 3: For Or Against
Directions: Based on the given paragraphs, identify the idea which the author favors. Write the word FOR under the topic if the author is biased towards it. If not, write AGAINST. Write your answers on a separate sheet of paper.
- Topic: Dog vs Cats
| Dog | Cat |
|---|---|
| _____ | ______ |
Dogs and cats are the commonly domesticated animals. However, dogs are a better choice for they are fun to play with, and they can be trained as service dogs to help humans. Cats, on the contrary, can only serve as a house pet.
- Topic: Soda vs Juice
| Soda | Juice |
|---|---|
| _____ | ______ |
I like soda better than juice. I prefer soda because it is not too sweet unlike juice. Though juice tastes good, soda has this acidity that make you burp.
- Topic: Phase out Jeepneys vs Retain Jeepneys
| Phase out Jeepneys | Retain Jeepneys |
|---|---|
| _____ | ______ |
Jeepneys have been one of the main modes of transport in the Philippines. They are also the livelihood source of many Filipinos, However, they often cause road congestions and traffic jams. Also, they are obsolete that may compromise the safety of the passengers and may pose a threat to the environment. As such, these jeepneys do not meet the standard of modernization of a public utility vehicle. With these, phasing them out appears to be a much better choice.
Self – Check:
- Do the paragraphs above show bias?
- Did you find the words or expressions that make the author biased?
- Are you in favor with how the author presented the topic/s?
Assessment 3: Evaluating Biases
Directions: Complete the table by citing the evidences that show that the author is for and against the topics. Then, determine which of the two topics the author favors more. Write your answers on a separate sheet of paper.
- Dogs and cats are the commonly domesticated animals. However, dogs are a better choice for they are fun to play with, and they can be trained as service dogs to help humans. Cats, on the contrary, can only serve as a house pet.
| Evidence presented for Dogs | Evidence presented for Cats | Based from the evidences, which between the two does the author favor more? |
|---|---|---|
- I like soda better than juice. I prefer soda because it is not too sweet unlike juice. Though juice tastes good, soda has this acidity that make you burp.
| Evidence presented for Soda | Evidence presented for Juice | Based from the evidences, which between the two does the author favor more? |
|---|---|---|
- Jeepneys have been one of the main modes of transport in the Philippines. They are also the livelihood source of many Filipinos. However, they often cause road congestions and traffic jams. Also, they are obsolete that may compromise the safety of the passengers and may pose a threat to the environment. As such, these jeepneys do not meet the standard of modernization of a public utility vehicle. With these, phasing them out appears to be a much better choice.
| Evidence presented for Phasing out Jeepneys | Evidence presented for Retaining Jeepneys | Based from the evidences, which between the two does the author favor more? |
|---|---|---|
What I Have Learned
After you have examined and evaluated biases, let’s check what you learned from the discussion and the given tasks by doing the activity below.
Directions: Respond to the three prompts based on the learning you gained in this lesson. Write your answers on a separate sheet of paper.
Three things that I learned from the lesson:
Two things that I liked from the lesson:
One question that I still want to ask:
What I Can Do
Congratulations, you have made it this far! You have performed varied activities which added more to your knowlegde. This time, apply what you have learned in a more defined context.
Directions: Read the text below. Then, examine and evaluate biases made by the author about the issue on social media by completing the paragraph below. Write your answers on a separate sheet of paper.
The Consequences of Social Media
Social media is never without consequences. First, most people who seek attention may post their pictures or videos for them to gain likes and views without knowing that they are already compromising their privacy. Also, news on social media that is readily available and has a wider reach is not always objectively written and bias-free. Lastly, social media which appears to embrace self-expression and freedom now allows more and more people to disrespect other people online thru bashing. People love to air their subjective criticisms to the point that they make dummy accounts just to rant and ruin the reputation of personalities they oppose. While it may be true that social media has benefits,-we might want to consider being more careful about its consequences.
I find the article entitled _____ biased because the author used words that purely favors one side of the topic. These words are _____________________________________________________________.
Also, the evidences found in the text are more on the _____ side of the issues. These evidences are _____________________________________________________________ _____________________________________________________________.
More so, the author failed to point out that _____________________________________________________________ _____________________________________________________________.
To avoid such bias, the author should have _____________________________________________.
Assessment
After getting a lot of practice in examining bias, let us measure your understanding of the lesson.
Directions: Analyze the questions carefully. Choose the letter of the correct answer. Write your answers on a sheet of paper.
This refers to an author’s expression of his/her own opinion on a particular issue without examining and presenting enough evidences.
- A. bias
- B. judgment
- C. objective
- D. subjective
Which of the following factors influences a person’s bias?
- A. evidences
- B. experiences
- C. facts
- D. reality
All of the following statements are true about bias, EXCEPT:
- A. presenting both sides of the issue
- B. telling only a part of the issue at hand
- C. putting across an unfair or one-sided opinion
- D. being subjective as opposed to being objective
Which of the statements below helps a person determine the author’s biases?
- A. Use of diction and evidence
- B. Use of credentials
- C. Use of personal thoughts
- D. Use of words
“Fathers are always responsible in making decisions than mothers.” Which of the words below makes the statement biased?
- A. always
- B. decision
- C. making
- D. responsible
“Pageants are amazing platforms that promote different advocacies such as women empowerment, child protection, and environmental conservation.” Which of the words below makes the statement biased?
- A. amazing
- B. conservation
- C. different
- D. protection
“To have a vaccine for COVID-19 before the opening of classes on August 24, 2020 is unbelievable.” What word makes the sentence biased?
- A. before
- B. opening
- C. unbelievable
- D. vaccine
“Buying a brand new android cellphone is a waste of money.” Which of the words in the statement shows bias?
- A. brand new
- B. buying
- C. money
- D. waste
Which of the following statements is an example of unbiased writing?
- A. Filipinos are the best singers in the world.
- B. High school dropouts will not be successful in life.
- C. Asian people have a diverse and rich cultural heritage.
- D. Students who are good in Science and Math are brainy.
Which of the following statements expresses bias?
- A. The Earth rotates on its own axis.
- B. Jose Rizal is our country’s national hero.
- C. Putting rubbing alcohol is the best way to kill bacteria and viruses.
- D. COVID-19 is an infectious disease caused by a new strain of coronavirus.
Which of the following statements does NOT manifest bias?
- A. Filipinos are considered the best English speakers in the world.
- B. Women leaders are better than men when handling a health crisis.
- C. Research studies are undertaken to help improve human condition.
- D. Online games are the main cause of mental health problems among teenagers nowadays.
Which statement of the writer expresses bias?
- A. This bag is made of leather.
- B. This shampoo uses organic ingredients.
- C. This perfume costs twice the price of a sack of rice.
- D. The car that he bought was impossible to purchase given its price.
Which of the following statements shows the positive view of the author about mobile games?
- A. It distracts teenagers from their academic priorities.
- B. It enhances the analytic and critical skills of players.
- C. It promotes messages about violence among teenagers.
- D. It negatively affects their physical and psychological health.
Which of the following statements shows the negative view of the author about social media?
- A. It breeds cyber bullying and depression.
- B. It can be an avenue for business opportunities.
- C. It develops the information and communication (ICT) skills of teenagers.
- D. It allows people to create online communities and friendship.
What should an author do to avoid being biased? The author must…
- A. present evidences to support personal opinions
- B. present solid evidences on both sides of an issue
- C. use words and expressions that appeal to the readers
- D. use words and expressions to convince readers to take a stand
Additional Activities
Let’s further enrich what you have learned about the lesson on examining biases by doing the activity below.
Activity: Infographic Making
Directions: Create an infographic that show 3 tips on how to avoid biased writing on a separate sheet of paper. A rubric is given as your guide.
| Criterion | 3 POINTS: Exceed Expectation | 2 POINTS: Meet Expectation | 1 Point: Needs Work | Score |
|---|---|---|---|---|
| Topic/Purpose | The topic/ purpose of the infographic was clear and concise. | The topic/ purpose was somewhat broad and did not allow viewer to understand the purpose. | The topic/ purpose of the infographic was not clear and concise. |
[transcriber’s note: table continued from the previous page]
| Criterion | 3 POINTS: Exceed Expectation | 2 POINTS: Meet Expectation | 1 Point: Needs Work | Score |
|---|---|---|---|---|
| Data | Data of the infographic was accurate and relevant to topic | Data of the infographic was somewhat accurate and relevant to topic. | Data of the infographic was not accurate and was not relevant to topic. | |
| Layout | The infographic had a great layout, with applicable graphics. | The graphics were somewhat applicable to the infographic, creating an average layout. | The graphics had nothing to do with the topic and had a poor layout. There was an overload of text. | |
| Color/Font | The font was legible and the color scheme enhanced the infographic. | The font was somewhat legible and the color scheme didn’t affect the infographic. | The font was not legible and the color scheme detracted from the infographic. | |
| Sourcing | Citations for the infographic’s sources were included. | Citations for some of the sources used were included | No citations of the infographic’s sources were included. | |
| Total Score |
Answer Key
[transcriber’s note: this page is printed upside down; the content is transcribed in reading order after rotation]
What I Know
Test/Assessment – Pre
- A
- B
- A
- A
- A
- A
- C
- D
- C
- C
- C
- D
- B
- A
- B
What’s In
- √
- X
- √
- X
- √
What’s New
Answers may vary
What’s More
Activity 1
Answers may vary
Assessment 1
- ×
- √
- √
- ×
- √
- ×
- √
- ×
- ×
- √
Activity 2
Positive Words: amazing, better, great, reliable, strongly believe
Negative words: impossible, never, sad to note unrealistic, unbelievable
Assessment 2
- very sensitive
- never
- best
- hero
- always tears
- most powerful
- better
- no longer
- prone
- disgrace
[transcriber’s note: this page is printed upside down; the content is transcribed in reading order after rotation]
What’s More (continued)
Activity 3
AGAINST – FOR; Cat – 1. Dog
AGAINST – FOR; Juice – 2. Soda
FOR; – 3. Phase out Jeepney
Assessment 3
[transcriber’s note: the table has no printed column headers; the header row below is supplied for layout]
| Item | Column 1 | Column 2 | Column 3 |
|---|---|---|---|
| 1. | fun to play with; can be trained as service dogs to help humans. | can only serve as a house pet. | The author favors the dog more. |
| 2. | doesn’t taste as sweet as juice; has more bite to it. | juice tastes smoother | The author favors the soda more. |
| 3. | main reason of road congestions and traffic jams; are already obsolete; no longer safe for passengers and the environment; not meet the standard of modernization of a public utility vehicle | one of the main transportations; source of livelihood of many Filipinos | The author favors the phasing out jeepneys more. |
What I have learned
Answers may vary
What I can do
Answers may vary
Assessment
- A
- B
- A
- D
- A
- A
- C
- D
- C
- C
- C
- D
- B
- A
- B
Additional Activities
Answers may vary
References
Lehman DR, Lempert RO, Nisbett RE. The effects of graduate training on reasoning: formal discipline and thinking about everyday-life events. Am Psychol. 1988;43(6):431‐442.
Gpisd.Org, 2020. https://www.gpisd.org/cms/lib01/TX01001872/Centricity/Domain/2148/Week%2 09.pdf.
Study.com. 2020. [online] Available at: <https://study.com/academy/practice/quiz-worksheet-identifying-biases- assumptions-stereotypes-in-texts.html> [Accessed 23 July 2020].
“Using Text Evidence to Identify Bias and Exaggeration – SAS”. Pdesas.Org, 2020. https://pdesas.org/module/content/resources/26562/view.ashx.
- https://rappler.com/nation/statements-against-anti-terror-bill-sb-1083.
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