Grade by Grade
C. Comprehension: Understanding and Responding to Texts · Reading Like a Critic: Understanding and Responding to Texts

Perspectives and Bias; Diversity, Inclusion and Accessibility in Texts

C3.5 C3.6 A2.3About 70 minutes
Learning goals
  • I can identify explicit and implicit perspectives in a text.
  • I can evaluate evidence of bias: loaded words, missing voices, omission, placement and numbers without context.
  • I can suggest ways to avoid bias in a text.
  • I can explain how texts address diversity, inclusion and accessibility, and respond thoughtfully to their messages and to different positions.

Words to know

perspective
A point of view shaped by a person's experiences, identity, values and position.
explicit perspective
A viewpoint stated directly (I believe..., This is a waste).
implicit perspective
A viewpoint suggested through word choice, whose voices are included, what's left out, and how information is arranged.
bias
An unfair leaning for or against a person, group or idea that distorts how information is presented.
loaded language
Words with strong positive or negative connotations that push a reader's feelings (splurges, extras).
omission
Leaving out important information or voices.
diversity
The presence of people with many different identities, backgrounds, abilities and experiences.
inclusion
Making sure everyone can take part fully and is respected and represented.
accessibility
Designing places, services and texts so people with disabilities, and everyone else, can use them.

Remember from Grade 8

In Grade 8 you analyzed perspectives and bias in texts and in your online feed, and how texts address diversity, inclusion and accessibility. In Grade 9 you'll weigh evidence of bias more carefully (one loaded word isn't proof) and suggest specific ways to avoid bias.

Hook: two headlines, one fact

  • Town Splurges $2 Million on Arena "Extras"
  • Arena Renovation Adds Elevator, Ramps and Accessible Change Rooms

Both are about the same renovation. Which one makes you angry? Which one makes you curious? Headlines are tiny, but they carry a perspective.

Text A: Town Splurges $2 Million on Arena "Extras" (an invented opinion column)

Taxpayers will once again foot the bill as council pours $2 million into fancy ramps, an elevator and special change rooms that only a handful of people will ever use. Longtime rink regular Gord Miller, 71, put it best: "We got along fine without all that for fifty years." Meanwhile, the snack bar still serves the same tired hot dogs.

Text B: Arena Renovation Adds Elevator, Ramps and Accessible Change Rooms (an invented news report)

The Pine Ridge Arena will close from April to September for a $2-million renovation that adds an elevator to the upstairs viewing area, ramps at both entrances and two accessible change rooms. Council says the work will help the arena meet Ontario's accessibility standards.

"Right now I have to be carried up the stairs to watch my brother play," said Amira Haddad, 15, who uses a wheelchair. Local para hockey coach Dan Whitecrow said accessible change rooms will let his team host tournaments for the first time. Parent Jess Tran said the ramps will also help families with strollers.

Not everyone agrees on the timing. Resident Gord Miller, 71, said he supports access but worries about tax increases. The town says provincial and federal grants will cover about half the cost; the rest comes from the town's budget over three years.

Explicit and implicit perspectives

Explicit perspectives are stated outright. Implicit ones are built into the choices a writer makes:

  • Word choice: splurges, pours, fancy, extras, special (Text A) frame accessibility as luxury. Text B uses neutral words: adds, renovation.
  • Whose voices: Text A quotes only one person, who opposes the change. Text B quotes a wheelchair user, a para hockey coach, a parent and the same resident, whose view is more complicated than Text A suggested.
  • Omission: Text A leaves out who benefits, the provincial standards, and the grants covering half the cost.
  • Numbers without context: $2 million sounds huge alone. Text B adds that grants cover about half and the rest is spread over three years.
  • Unsupported claims: only a handful of people will ever use them. No evidence. And Text B shows many groups benefit.
Is therebias?Word choiceloaded or neutral?Whose voices?who's quoted, who's notOmissionwhat's left out?Placementheadline, photo, orderNumbersgiven with context?
Five lenses for detecting bias. A single loaded word may just be colourful writing; a pattern across several lenses is stronger evidence of bias.
Worked example

Let's evaluate evidence of bias in Text A

Is Text A biased? Evaluate the evidence, then suggest three ways to avoid the bias.

  1. Word choice: splurges, pours, fancy, extras: loaded words framing accessibility as waste. Evidence of bias.
  2. Voices: only Gord Miller, and only one sentence from him. Text B shows he actually supports access and worries about taxes. Quoting him selectively misrepresents his view. Strong evidence.
  3. Omission: no mention of people who need the changes, the standards, or the grants. Strong evidence.
  4. Unsupported generalization: only a handful of people will ever use them. No data.
  5. Fairness check: Text A is labelled an opinion column, so a perspective is expected. But even opinion writing should be accurate and fair to the facts and people quoted.
  6. Ways to avoid bias: (1) include the voices of people most affected, such as people who use wheelchairs; (2) use neutral language (renovation not splurge); (3) give context for the cost (grants, three years) and quote people fully.

Text A shows bias through a pattern: loaded words, a single selectively quoted voice, major omissions and an unsupported claim. The fix: more voices, neutral words, full context.

How texts address diversity, inclusion and accessibility

When you analyze how a text deals with these topics, ask:

  • Who is represented, and how? Are people with disabilities shown as active, with their own voices (Amira, Coach Whitecrow), or only as problems or objects of pity?
  • Whose perspective is centred? A disability-rights principle often summed up as Nothing about us without us means people should be included in decisions and stories about them.
  • What positions are presented? Text B includes support, practical benefits and a cost concern. Presenting several positions lets readers form their own view.
  • Is the text itself accessible? Does it have captions, alt text, plain language, readable contrast and fonts?
  • Language: many people prefer person-first language (a person who uses a wheelchair); some communities prefer identity-first language (Deaf person, autistic person). Respect how people describe themselves.

In Ontario, the Accessibility for Ontarians with Disabilities Act (2005) sets accessibility standards for public spaces and services, which is why Text B mentions standards.

[cheering] The new ramp opens!CCTranscriptAudio descriptionalt="A player in a para hockey sled on a ramp"captions: words and soundsbuttons: choices for accessalt text: describes images
Accessibility features in a media text (an invented example). Captions and transcripts help people who are Deaf or hard of hearing (and anyone watching with the sound off); audio description and alt text help people who are blind or have low vision.
Worked example

Let's respond to a text's insights and positions

Respond to Text B: what insight does it offer about inclusion, and how do you respond to the different positions it presents?

  1. Insight: accessibility isn't a favour to a few people; it affects many: a teen who wants to watch her brother, a para hockey team and families with strollers.
  2. Respond to the insight: connect it to your experience. I hadn't thought about watching from upstairs; I just walk up. Amira's quote made me realize how often stairs exclude people.
  3. Respond to the cost position: Mr. Miller's worry about taxes is reasonable, and the article answers it with facts (grants, three years). You can respect a position while disagreeing with its conclusion.
  4. Your position: The renovation is worth it because it includes people who are currently left out, and grants reduce the local cost. Support it with evidence from the text.

A thoughtful response names the insight, connects it to your own experience, takes opposing positions seriously, and states your view with evidence.

Just for fun

Funny-but-true lesson in word choice: editors love collecting accidentally ambiguous headlines, like KIDS MAKE NUTRITIOUS SNACKS.

(Making them, we hope. Not being them.)

Hands-on activity

Rewrite the slant

You need: a news article, opinion piece or social media post on a local issue (from a newspaper, news site or community newsletter your grown-up approves), two highlighters or coloured pencils, paper.

  1. Highlight loaded words in one colour and neutral words in another.
  2. List every voice quoted or mentioned. Who is missing, especially among people most affected?
  3. Find one number and decide whether it has enough context.
  4. Rewrite the headline and first paragraph to reduce bias: neutral words, a missing voice added (you can describe what kind of person should be interviewed), and context for numbers.
  5. Check accessibility: if the text has images or video, does it have alt text or captions?

What to look for: specific loaded words found, a missing voice identified, and a rewrite that's more balanced without becoming bland or inaccurate.

Your turn

1

Find three loaded words in Text A and explain the perspective they create.

2

Which voices does Text B include that Text A leaves out?

3

How does Text B show that Gord Miller's view was misrepresented in Text A?

4

What context does Text B give for the $2-million cost?

5

Is Text A's claim only a handful of people will ever use them supported? Explain.

6

Suggest two ways the writer of Text A could avoid bias while still giving an opinion.

7

Name two features that make a video accessible.

More practice: warm-up

1

What is an explicit perspective?

2

Give one example of a neutral word that could replace splurges.

3

What does omission mean?

4

What does accessibility mean?

5

Who should be included in decisions and stories about them, according to Nothing about us without us?

More practice: on your own

1

A story about a new mosque in town quotes only neighbours who complain about parking. What is the bias, and how could it be fixed?

2

Is every loaded word evidence of bias? Explain.

3

Why might a text that shows people with disabilities only as inspiring heroes still be a problem?

4

Write a neutral headline for this event: A new library opens with a sensory-friendly reading room and books in 12 languages.

5

Respond to this position fairly, even if you disagree: Accessibility upgrades should wait until the economy improves.

Challenge

1

Rewrite Text A's first sentence as an opinion that argues against the cost without bias.

2

Compare how Texts A and B position the reader to feel about people with disabilities. Use evidence.

3

Choose a text you know (a show, book, game or ad). Explain how it addresses diversity, inclusion or accessibility, and give your response to its message.

Check your understanding

Quiz

1.

Which word is loaded language?

2.

An implicit perspective is shown through...

3.

The strongest evidence of bias is...

4.

Which change would best reduce bias in Text A?

5.

Captions on a video mainly help...

6.

Nothing about us without us means...

For parents and teachers

What this lesson teaches: Grade 9 students analyze explicit and implicit perspectives in texts, evaluate evidence of bias and suggest ways to avoid it (C3.5). They explain how topics such as diversity, inclusion and accessibility are addressed in texts, and respond to the insights, messages and different positions presented (C3.6). Checking whose voices are included is part of researching critically (A2.3).

How to help at home:

  • Compare two headlines about the same story from different news sources.
  • Ask: "Who's quoted? Who isn't? Who's most affected?"
  • Model respectful disagreement: acknowledge the other side before giving your view.

Common difficulties:

  • Calling everything biased. Ask for a pattern of evidence.
  • Thinking opinion = bias. Opinion pieces can be fair: accurate facts, full quotes, other views acknowledged.
  • Representation as a checklist. Including a group isn't enough; how they're shown and whether they speak matters.

Facts used: The Accessibility for Ontarians with Disabilities Act was passed in 2005. Nothing about us without us is a widely used disability-rights slogan. Para hockey is a version of ice hockey played in sleds. Both arena texts, the town and all people quoted are invented. "KIDS MAKE NUTRITIOUS SNACKS" is a well-known example of an ambiguous headline.