Analysis Of Non Fiction Writing

Find a work of nonfiction. It can take the form of a newspaper or magazine article, a biography or autobiography, or a website dedicated to a person or event. Locate one or two paragraphs from your chosen text that reveal the author’s subjectivity and do the following:

Submit a copy of your chosen paragraph(s) with your task!  (A good rule of thumb is to add these paragraphs after your reference list and to label them clearly to avoid any confusion)

Part one

(Article)

I have wanted to write something on this topic for a long time now, and after yesterday I thought this may be the best time to get this off of my mind. Our children are on these buses every day of the week, they are the only ones that use these buses. The driver has a seat belt on, but our children do “not.”As for seat belts being on school buses, I totally agree. I also think they should have been one of, if not the first place, the Government should have started when they made seat belt use Mandatory. They make parents keep seat belts on children in cars; they are even fined if their children are not buckled up. When our children are small, they have to be buckled into a car seat. A little bigger they need a booster seat. We send our children off to school, knowing that they will not be buckled up on the bus. They sit there and God help them if there is ever an accident, and there have been accidents with busses. They have no safety; therefore they go flying anywhere, and everywhere. Many times causing death to one or more of our children. No one is fined because the children do not have their seat belts on. It’s just classed as an unfortunate accident. I really hope to see the government pass a law, stating that our children must buckle up, on the school buses. I know this is going to cost the government a lot of money to equip all the buses with seat belts, but don’t you think our children deserve to be protected, on the bus, as well as in their parent’s car. I do.

The nonfiction article that I choose to analyze and discuss the author’s subjectivity, deals the issue of seat belts and whether or not they should be required on school buses. A topic such as seat belt and school bus laws may be a more sensitive topic and affect parents more than nonparents. The author begins the article by stating “I have wanted to write something on this topic for a long time”, the authors choice of words exposes that she has had an interest on the topic for quite some time. A reader may also assume that she has close ties with the issue and maybe a parent that is troubled by the issue. The author than goes on to say ” after yesterday I thought this may be the best time” this statement reveals that prior to writing the article a major event took place, which prompted and encouraged her to write the article. From the statement one may believe that the event that possible took place, may have had an emotional affect on the author. As a result the author’s point of view comes off more aggressive and defensive. Another subjective point I came across is how she describes the outcome of a possible accidents with a graphic detailed description, where she states “They have no safety; therefore they go flying anywhere, and everywhere” and for an added dramatic effect she adds “Many times causing death to one or more of our children.” The author also is bothered that it is required by law that parents buckle up their children, but there is no mandatory law for school buses. One key objective statement that was stated in the article was ” I know this is going to cost the government a lot of money to equip all the buses with seat belts, but don’t you think our children deserve to be protected, on the bus, as well as in their parent’s car. I do.” This statement shows the authors subjectivity in two ways. First, the author explains that although the cost of equipping the school buses with seat belts may be high, she goes on to declares that our children deserve the needed protection. Next, she clearly states her personal stand on the issues by proclaiming “I do”

(Article)

Just maybe if we all get together on this, it may force the Government to do something, to protect any of us that have to use any type of bus, or other types of Government Transportation, to get to their daily destinations. It seems that the Government gets away with anything that may cost them money, which they may need to fatten their own wallets with their fat raises every time we turn around. If they spent just a little of that money where it really matters, things would not be so bad for those of us that depend on Government Transportation. Our children deserves better, they get confused when they have to buckle up in cars, but not buckled up when they head off the schools, and this same school, teaches them that safety always comes first. There is no safety on these busses for our children. I don’t know about you, but this topic just boggles my mind.

In the next paragraph of the article the author directly addresses the reader by encourage and suggesting that the public such unity and demand seat belts she does this by stating “Just maybe if we all get together on this, it may force the Government to do something, to protect any of us that have to use any type of bus”. After lightening a flame within the reader, the author goes in with her personal negative outlook on government spending “It seems that the Government gets away with anything that may cost them money, which they may need to fatten their own wallets with their fat raises every time we turn around. If they spent just a little of that money where it really matters, things would not be so bad for those of us that depend on Government Transportation”. The prior statement is clear subjective the author not only suggests that the government is not going their jobs properly, but she also goes on to explain where she believes the money problem is happening. With her next statement, ‘Our children deserves better, they get confused when they have to buckle up in cars, but not buckled up when they head off the schools, and this same school, teaches them that safety always comes first” For her next statement the author tones the controversy, however she now emphasizes the innocence and confusion of the unknowing little passengers by explaining; “Our children deserves better, they get confused when they have to buckle up in cars, but not buckled up when they head off the schools, and this same school, teaches them that safety always comes first”. The author is now describing how she feels a child will understand the situation. To conclude her article the author declares “I don’t know about you, but this topic just boggles my mind”, with this final statement she is clearly passionately stressing the importance of the issue.

Part two

Choose and explain how an aspect of your own subjectivity might impact your role as a teacher. (Suggested length of 1 page) This section of your task is not asking you to comment on the piece of non-fiction you wrote on in the first portion of the task!

• Explain an aspect of your subjectivity that might impact how and what you teach.
• Explain in what ways do you foresee your subjectivity affecting how and what you teach? Please provide a specific example (hypothetical or from experience).
• Explain what you will do if your subjectivity differs from a student in your class or from the school’s required curriculum? Please provide a specific example of what might happen if this occurs.
• Explain how you will mediate your own subjectivity with your role as a teacher. Please provide a specific example of how you will mediate your subjectivity with your role as a teacher.

The next part of the task asks me to choose, clarify and explain how I plan to manage and avoid a characteristic of my own subjectivity that may impact my role as a teacher. As a teacher it is important to understand that many aspects, factors and elements in both the classroom entity and individual students can affect the way a teacher interacts, responds and relate with her students and ultimately how the job is performed. A teacher’s subjectivity can play a major role in the treatment, grading, encouragement and expectations of a student’s performance. A teacher’s attitude towards students whether positive or negative, creates a stepping stone for the students which in due course shapes the students success. Even minor aspects of a teacher dynamic will play a major role in a student’s academic performance and outcome. The teacher has control over the way the curriculum is introduced with their ethics, perception, and teaching methods. To create a thriving classroom, it is important to not only know students but to also understand and be sensitive towards the differences. Addressing bias in the classroom head on can help an educator apply useful teaching techniques which promote a positive learning atmosphere. Determining and understanding the different types of subjectivities in the classroom is significant for a successful learning and teaching process. The following are a few examples of subjectivity that may impact how and what is taught:

In the classroom gender bias can be explained as the diverse treatment of boys and girls. In the classroom, boys and girls both follow the same curriculum that is taught by the same teacher; nevertheless the education they obtained may differ due to gender bias. Gender bias includes the preferred gender being chosen more often, different behavior guidelines, and different offered opportunities. Evidence of gender bias may be what kind of questions girls and boys are asked, what the student is encouraged to pursue and study, and if the student receives the same opportunities and the needed support.

Socioeconomic bias involves demonstrating bias towards a student’s economic situation, regardless that the student has no control over the matter. When a teacher links the success of a student with his/her socioeconomic situation, the teacher may be assuming and using stereotypes that the student is incapable or capable of reaching his/her full potential due to their financial situation.

In the classroom Ethnic bias involves unfair treatment of a student based on his/her ethnicity. When a teacher believes that one race is superior over another and their belief affects the treatment of the student the result is ethnic bias. Indication of Ethnic bias maybe different discipline methods, the way behavioral problems are addressed by the teacher, how a student is rewarded and teacher parent communication.

Explain an aspect of your subjectivity that might impact how and what you teach.

As an educator it is important to strive to avoid conveying one’s personal subjectivity in the classroom. This is important in order to allow students to form their own point of view that is free of outside opinions. As an example, as a teacher with democratic political views, I may sway my students to view certain political facts and events from my point of view. I may emphasis on democratic figures that I admire and view as heroic and courageous, while ignoring other party figures that are as significant. Subjectivity may also rear its head in the form of introducing other political party facts, quotes or historical evidence in a discriminating fashion.

Explain in what ways do you foresee your subjectivity affecting how and what you teach? Please provide a specific example (hypothetical or from experience). .

Favoritism is human nature it involves judgment due to one’s gender, ethnicity, socioeconomic, and personality. Favoritism can happen both consciously and unconsciously either way it creates a major problem in the classroom.(quote) For that reason it is extremely important a teacher be very aware and conscious of teacher- student interaction that maybe viewed as favoritism. Student-teacher relationship is an important element in the quality education the student receives. In a classroom a teacher may find it easy to bond with students that have similar beliefs, personalities, and viewpoint as hers. For example as an outspoken, independent female teacher, I may find myself gravitating, bonding and encouraging strong-minded, blunt female students, more than the shy soft-spoken female students and males. As a result, my subjectivity may lead other students to feel inadequate and unmotivated in class, which can ultimately affect the student’s education in a negative manner. For this reason, it is extremely important for the teacher to keep in mind not to transmit, express or suggest any form of favoring towards the students in class.

Explain what you will do if your subjectivity differs from a student in your class or from the school’s required curriculum? Please provide a specific example of what might happen if this occurs.

In the event that a teacher’s subjectivity differs from a student’s in the classroom, it is extremely important that the teacher sets aside their personal bias and subjectivity while presenting the lesson. The instructor should also make an effort to balance media and information from both viewpoints. For example if curriculum requires a science teacher to give a lesson on Darwinism and a student believes in creationism the instructor should provide a lesson on both topics. The teacher should also encourage the student to research and collect facts on their own beliefs, examine the material and present it to the class.

Explain how you will mediate your own subjectivity with your role as a teacher. Please provide a specific example of how you will mediate your subjectivity with your role as a teacher.

As an educator it is extremely vital that the lesson or topic is conveyed without personal opinions, judgments and views. This not only requires the instructor to set aside one’s own fondness on the topic and discussion, but also avoid discrimination of facts, evidence and quotes that assist one’s personal point of view. Favoritism is another form of bias that a teacher should avoid. A teacher may unknowingly show favoritism towards students with the same set of beliefs and views as theirs. The role of an educator is to encourage students to research and obtain facts that support their point of view, not to impose one’s own set of beliefs onto the class. It is important that a teacher be supportive and encouraging without swaying the student towards their desired views. Furthermore it is essential that a teacher avoid favoritism based on socioeconomic, ethnic, and gender bias. In order to identify and avoid subjectivity a teacher should be able to clearly recognize the problem area in the classroom as well in one’s self. If a teacher is unable to recognize their own subjectivity in the classroom, a third party should be invited to the classroom to observe the class’s interaction, another helpful method is to evaluate parents and students and compare the gathered information.