The language of balanced reporting

Critical reading is a technique for analyzing and evaluating texts in a way that goes beyond simply understanding the surface meaning of the words. It involves actively thinking about the content and structure of a text, considering the context in which it was written, and evaluating the arguments and evidence that the author presents. This type of reading is important because it helps you to understand the full text, rather than just accepting it at face value. It also helps you identify any biases or assumptions the author or you may have.

There are several reasons why critical reading is important for students. First and foremost, it is an essential skill for academic success. In college and university, students are expected to read a wide range of complex texts and to engage with them critically.

Critical reading is also important for students because it helps them to develop their critical thinking skills. By actively engaging with texts and questioning what they read, students can learn to analyze and evaluate information more sophisticatedly. This valuable skill can be applied to many different areas of life, both inside and outside of the classroom.

Finally, critical reading is important for students because it helps them become more informed and responsible citizens. By learning to think critically about the information they encounter, students can make more informed decisions about the issues affecting their lives and their communities. They can also learn to identify and challenge biases and misinformation, which is an important skill in today's world where abundant information is available online.

Differences between opinion pieces and news articles:

News: informing the readers about a current event (reporting, informative)

Opinion: persuading readers to adopt a certain stance (first person, argumentative)

Language can be used to blur the line between the two. Word choice matters, as words have positive and negative connotations (e.g., immigrants vs. refugees). Without being explicitly argumentative, the media can present opinion while masquerading it as news, using words whose connotations imply a certain position/opinion. In this way, two pieces describing the same event can construct two very different narratives.

You can find three different options for article analysis under “Sources.” Feel free to swap out these articles for something that better fits your class and/or students’ level.

Have your students read the following article: AlJazeera - Shireen Abu Akleh: Al Jazeera reporter killed by Israeli forces. Alternatively, pick something that better fits your class and/or your students’ level. In any case, encourage the students to use a dictionary for any word they might not recognize, or research any terms from the article online.

The students should first read the article on their own, quietly, and mark any points they want to bring up in a later discussion - be it a word/phrase choice, a rhetorical feature that seems unusual etc.

Then (after 5-10 minutes of reading and individual reflection), split the class into groups (up to 5 students per group) and have them discuss their findings. While examining if the article is news or opinion, the students should focus on the following two questions:

● Which words used in the article have negative/positive connotations?

● Which actors are described in such language?

After the planned 15 minutes for the exercise have passed, call the class together and let them share their findings. Allow groups to complement each other and work with the ideas other teams brought up. Try moderating the discussion in a way where you pose additional questions (to the two provided above) as follow-ups to what your students say. For example, if they point out a word with a negative connotation, try pushing them to explain why the connotation is negative and what would be a more neutral equivalent. When it comes to “which actors are described” negatively, push them to examine “why” as well. Let the discussion be very free-flowing - less structure usually works better in this case.

Have the students read the second article: Reuters - Al Jazeera journalist killed during Israeli raid in West Bank. If you choose a different topic, provide them with a different article covering the same topic from a slightly different angle. The students should read the following two articles individually and think about them comparatively. When reading, they should think about the ways in which the narrative is framed in both articles. They should focus on these two questions:

● To what extent are the two articles different?

● Do both present an equally balanced framing of the narrative?

Make sure they jot down some ideas and provide examples for their claims. When starting the discussion, you should use the questions above as a starting point and work from their examples. Make sure to include each student in the discussion, if needed with leading questions such as “X, do you agree?” and, of course, the necessary follow-up “Why?”.

1. How does language shape our understanding of the world?
2. Can you think of any recent examples from your environment where you’ve spotted an unusual use of words that you think might have been there for a reason?
3. Should all media be news, or is there value in opinion?
4. Where must we be more careful in understanding the media - news or opinion pieces?