Page 149 - Keys to College Success

4. Is the evidence biased? Evidence with a bias is evidence that is slanted in a par-
ticular direction. Searching for a bias involves looking for hidden perspectives or
BIAS
A preference or inclination,
especially one that prevents assumptions that lie within the material.
A perspective can be broad (such as a generally optimistic or pessimistic view of
even-handed judgment.
life) or more focused (such as an attitude about whether students should own cars).
Perspectives are associated with assumptions. For example, the perspective that people
can control technology leads to assumptions such as “Parents can control children’s
exposure to the Internet.” Having a particular experience with children and the Inter-
PERSPECTIVE
A characteristic way of net can build or reinforce a perspective.
thinking about people,
Assumptions often hide within questions and statements, blocking you from con-
situations, events,
sidering information in different ways. Take this classic puzzler as an example: “Which
and ideas.
came first, the chicken or the egg?” Thinking about this question, most people assume
that the egg is a chicken egg. If you think past that assumption and come up with a new
idea—such as, the egg is a dinosaur egg—then the obvious answer is that the egg came
first. Key 5.3 offers examples of how perspectives and assumptions can affect what you
ASSUMPTION
A judgment, generalization, read or hear through the media.
or bias influenced by
Examining perspectives and assumptions helps you judge whether material is reli-
experience and values. able. The less bias you can identify, the more reliable the information.
After the questions: What information is most useful to you?
You’ve examined your information, looking at its evidence, its validity, its perspective,
and any underlying assumptions. Now, based on that examination, you evaluate
whether an idea or piece of information is important or unimportant, relevant or not,
strong or weak, and why. You then set aside what is not useful and use the rest to form
an opinion, possible solution, or decision.
In preparing your paper on young teens and the Internet, for example, you’ve ana-
lyzed a selection of information and materials to see how they applied to the goal of your
paper. You then selected what you believe will be most useful, in preparation for drafting.

Make Connections

The last part of analytical thinking is when, after you have broken information apart,
you find new and productive ways to connect pieces together. This step is crucial for
research papers and essays because it is where your original ideas are born and your
5 creative skills get involved (more on that in the next section). When you begin to write,
CHAPTER you focus on your new ideas, supporting them effectively with information you’ve
learned from your analysis. Here are some ways to make connections.
Compare and contrast. Look at how ideas are similar to, or different from, each
other. You might explore how different young teen subgroups (boys vs. girls, for

KEY 5.3 Different articles may present different perspectives on the
same topic.

Topic: How teens’ grades are affected by Internet use

STATEMENT BY A PROFESSOR
STATEMENT BY A STATEMENT BY A PR AGENT
TEACHING ORGANIZATION FOR AN INTERNET SEARCH ENGINE SPECIALIZING IN NEW MEDIA
AND EDUCATION

“Too much Internet use “The Internet use allows students “The effects of the Internet on young
equals failing grades and access to a plethora of information, students are undeniable and
stolen papers.” which results in better grades.” impossible to overlook.”

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