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Media Bias

How is media bias, bias confirmation, misinformation, and fake news connected?

These 4 things all act as factors of a cycle. Media bias can lead to the publication of fake news which leads to misinformation through bias confirmation. 

Media bias is usually seen in the conflict between the political left and right. With the same information or event, different perspectives will interpret information differently and thus will spread that information forward with their influence. When looking at news sources, this is governed by the company’s values and belief systems, sometimes related to their financial/corporate relationships, that influence what journalists and writers they employ. This in itself is a facet of the confirmation bias since like-minded individuals find each other and so news companies will often congregate groups of people with similar beliefs and opinions. This then influences how they pass on information to their audience– whether they convey information about events, add opinions or analyse, or publish opinion pieces. This creates a media bias where our news sources carry a bias either to or against certain systems, people or beliefs, which influences what kind of information they pass on. Sometimes, when dealing with news sources that are heavily skewed in support of any specific stakeholder, the issue of fake news can come up where journalism becomes a form of opinion projection rather than informational pieces, or where completely untrue stories get published for the sake of viewership. 

Then this leads to bias confirmation through the absorption of media by audiences who will seek out news that matches their pre-existing thinking. This further perpetuates the polarisation of opinion as opinions become stronger the more corresponding content people see, and the bubbles of opinion become larger and more distinct. This leads to misinformation where people acting within a certain bubble of opinion accept one interpretation of reality as the truth and use this to fuel their actions.

How does our discussion on media bias, bias confirmation, misinformation, and fake news connect to any of the two works we have studied?

This idea of almost controlling opinion through the relaying of information through media can be largely seen in the NBC segment on Alex Jones’s Infowars. Not only is the content produced on Infowars largely opinion-based with a strong emotional factor due to the format of spontaneously reacting to articles rather than holistic investigations of events, the host Alex Jones himself is highly unclear about his motives and statements. We see that he easily backtracks from the bold statements he makes on his show by claiming he was ‘playing devil’s advocate’ or simply, saying any side of the argument could be true. By justifying his strong opinions and sometimes inaccurate statements with vague explanations, Alex Jones tries to absolve himself from responsibility for his words. This seems to exemplify the lack of research and true journalism behind Infowars, although arguably my thoughts on this matter also come from a biased source so to truly take a stance either against or for Infowars, I would need to consider information from a variety of sources to corroborate the influence and impact of the show. This idea of changing meaning through interpretation can be seen in the Handmaid’s Tale, where we see a lot of biblical references used with a different purpose– to control the women in society and keep people quiet. Offred mostly talks to others, especially other handmaids, in Biblical lines such as “Blessed be the fruit/May the Lord open”. In a way, the Bible and teachings of Christianity have been used and sometimes twisted to fit a very specific purpose by the Commanders. 

In his TedXTalk on the Confirmation Bias, Avi Gerber discusses how, as an audience, we must consciously make the effort to falsify our views to truly test whether our understanding is unbiased or not. This relates to Anderson Cooper’s Dispatches from the Edge where he tries to show the reader the reality of the wars he covered aside from the few clips being broadcasted on television, specifically he looks for readers to understand the situations on a personal level through stories of the people he interacted with. This implores readers to see the same story from slightly different perspectives even though they are coming from the same source, just in different mediums of content.  

In what ways have two of the works you have studied explored the role of the individual in society, and what conclusions is it possible to draw from these explorations?

Henrik Ibsen’s A Doll’s House and Sophocles’ Antigone both explore the role of the individual in society through the struggle of both plays’ main characters– Nora Helmer and Antigone respectively. A Doll’s House explores individuality and power through the discussion of women’s traditional domestic roles, begging the question of whether a woman’s self-identity can come before the expectations of her duty as a mother and wife. Sophocles discusses the role of individuals in a different context– the conflict between the state and the individual. The clash between Antigone and her uncle King Creon exemplifies two differing perspectives on how the state should be run, particularly in the setting of the ancient Greek city Thebes where the Gods were born and thus religion stands at the highest value. King Creon assumes absolute power over the city, valuing stability and law above all else. Meanwhile, Antigone disobeys Creon’s state decree to not bury Polynices, her brother, as she upholds her religious duties to the Gods and her family above any mortal power. 

From A Doll’s House, we can conclude that Nora’s journey to self-actualisation exemplifies the need for women to have an identity for themselves, outside of their relationship with others. To function in any position, whether a professional career or as a homemaker, women must have the opportunity to understand themselves and experience independence to truly realise their potential and decide what they want from life– a concept that was far ahead of its time when Ibsen published the play in 19th century Norway. In Antigone, the audience is shown the significance of divine power and how an individual’s ego, or hubris, cannot take precedence over common norms that keep the state afloat. 

A year of Yoga in Grade 11

Finishing Pottery!

Final Reflection for Kahaani!

Reflections for 2023

1. What do your overall attainment marks inform you about your progress in this class?

My overall English attainment marks tell me I’m on the right track. It gives me the confidence that I have the skills to continue doing well, but it is a matter of keeping up the work to maintain that grade. I think I’ve improved since the start of the IB course so the marks are encouraging that my method is helping. However, as we get closer to the final exams, I need to ensure that I continue the effort and not become complacent.

In my HL essay, I found that my feedback mainly centred around balancing micro-analysis with macro-analysis, so I tried to work on this outside of the essay as well in classes. This helped improve my essay but also helped me figure out how to approach micro-analysis (in some degree of spontaneity) when working with new texts which will also benefit me for Paper 1.

2. What do your marks and goals for your approaches to learning inform you about the effort you are putting into your tasks?

One of my main goals throughout IB has been to dedicate time outside of class to revising and practising the skills we learn. I think my ATL marks reflect the same– that I need to focus on consistency so that I can keep up with the course. I do believe I can put more effort into preparing. However, English is a subject that is more skill-based than content-based, and so a lot of times I find myself needing to prioritise other content-heavy subjects during hectic weeks. I try to do my best during class– participating in discussions, getting work done on time and collaborating with my classmates. So, my main focus continues to be extending those efforts outside of class time. In the case of Paper 2, this means reworking the practice essay we wrote before the winter break to make improvements and understand the essay structure better. Additionally, I will consolidate texts by collating quotes, cultural context, authorial context, etc. so that I have a good foundation of evidence ready to use as we practice more Paper 2s.

3. What context may have contributed positively or negatively to the quality of your Paper 2?

Paper 2 did come at a pretty hectic time when regular submissions and tests were happening. So, I would’ve benefitted from being able to focus on English rather than balancing multiple subject assignments. Although I think this is close to the situation I will be in the final exams where you have to jump between subjects as the exams are scattered. So, I think this was a learning opportunity that I need to make the most of the little time I have and focus on the quality of my preparation rather than quantity. A key part of this is using the feedback I receive and my own goal setting to figure out what topics or skills I need to prioritise– at the moment, this is essay structure and micro-analysis.

4. What are the successful elements of your Paper 2 that you will need to remember and retain for the mock exams and the IB exams?

A successful element was being able to finish the essay. I have always struggled with writing under time pressure and so I found that by outlining my essay first with my thesis, thesis strands and evidence, I was in a good spot to begin writing. I didn’t pause as much to figure out what to write next and so I was able to make good use of the time I had.

I also think I did a good job in selecting a range of evidence, not just key quotes. This also assisted me in the macro-micro analysis balance as I was able to provide evidence for both. I tried to make use of the cultural and authorial context we have studied as well to strengthen my argument which was necessary for the prompt I chose about challenging conventional values.

5. What errors or gaps in your Paper 2 will help you focus your revision work for the mock exams and the IB exams?

One big gap was the structure I used to compare and contrast. I analysed the texts separately before creating a linking paragraph which meant that come of my compare & contrast points did not have the same delivery as they were not clearly linked. This is a big focus for my revision work– essay structure. I want to first rework the essay from December to understand how to organise the information better. Then, I’m hoping to improve my planning method so that it complements my essay writing when I’m under time pressure.

I also made some errors when discussing literary and dramatic elements. This is a content error and so I need to revise my dramatic devices so I can ensure I am using technical terms where relevant and to enhance my analysis. This also ties into the authorial and cultural context for evidence.

6. What comments were you given for your Paper 2 and what plan of action might you have moving forward?

The comments I received are mostly on the two issues I discussed above. So, I want to work with the essay I’ve already written so that I can refine my approach for comparative essay writing first, and then focus on the content after that. I’m hoping that once I become more familiarised with the structure and style of writing, I can work on applying that formula to different texts. I will also try to work more with my teacher to get feedback on my revised draft so that I can modify my plan of action accordingly.

7. What would you need to over-learn about our literary texts?

I think a key component I need to over-learn is the evidence from my choice of literary texts. I think if I become very comfortable in knowing what quotes and techniques I can use, then I can practice my writing more frequently and simulate the conditions of the actual Paper 2 format when I’m under time pressure.

8. To consolidate the reflection, what writing and ATL goals might you have for Term 2?

My writing goal is to practice essays under time pressure regularly, around once every two weeks. I will try to mind-map essay responses more frequently and then choose one every 1-2 weeks to properly write out. I also want to continue working on my consistency. Now in the year, there aren’t as many deadlines and tests since it’s more focused on preparing for exams. So, I want to use this time to supplement our preparation in class to consolidate my understanding of the texts, collect evidence and review, and get used to the exam format. This ties into my self-management goal of consistency and accountability.

 

Kahaani: Halfway through!

Here is a rehearsal of the new song we are learning!

 

CAS: My Pottery Progress

I have been in the Pottery club for over a season now and it is really fun! I’ve finally figured out how to work with all the creative freedom we get to experiment beyond just making little trinket trays. Last session, my friend and I attempted to make a teapot… It looked close enough to a teapot but it definitely was not well-made or functional! So we’re hoping that once this teapot is fired and completed, we can figure out how to make a second version that is better constructed and could be used as an actual teapot. I only have a few more sessions of Pottery left so I’m hoping to make the most of them and create some items that I can use at home rather than just decoration pieces. I’m also trying to be mindful of making fewer projects that I spend more time on to avoid wasting clay on objects I can’t use at home.

 

Starting Kahaani Dance Rehearsals!

I’ve signed up to be a part of the Kahaani dance show for Kolkata GC and I’m very excited! Dancing in general is typically out of my comfort zone so I’m really pushing myself to perform on stage this year. I’m also happy that this opportunity is going to help me connect more with my culture since the dances are around Indian festivals, and the event is raising money for the NGO which is even better. I’ve completed one practice so far and it was interesting. I’m the only G12 in my smaller group within the Durga Pooja group yet so it’s definitely pushing me to interact with new people from different grades. We will be performing 4 songs total, with everyone in 2 of the 4. We started our first dances today, I’m in the group performing the song “Dholida” so it’s fun. I’m excited to see how the dance progresses and I’m hoping I will become more comfortable with performing in front of people by the time we actually perform in February.

 

 

CAS: Starting Pottery!

I’m so glad that I got to join pottery this year after missing out on it in Grade 11. It has been an interesting experience so far. Unfortunately, I missed a couple of sessions since I fell sick with COVID. So, I didn’t get to make as much as I would’ve liked by now. However, I have created 2 clay works so far– a mushroom trinket tray and a heart bowl!

I’m excited to see both pieces once they come out of the kiln. The pottery activity has a lot more free reign than I expected. We get to choose what we want to make rather than being directed, which is something I’ve both appreciated and found a bit tough at times because it can be hard to decide on a design. Nonetheless, I’m glad that the activity has given me a creative outlet that also includes some degree of physical effort. I also get to work alongside new people who I don’t see otherwise in my regular school schedule which has been a nice advantage to joining the activity.

I’m curious to see how I improve at pottery over the course of the season and hopefully, my next piece will be more interesting and complicated than another trinket tray!

Carol Ann Duffy’s Valentine

We did a short brainstorm and analysis of Carol Ann Duffy’s poem, Valentine. The poem paints a somewhat harsh, but truthful picture of what love is. It is not just expensive gifts and romantic gestures. There are ups and downs, it requires effort. Getting to know someone and falling in love takes time. Just as an onion has layers, so do people. It takes time to peel back the layers to truly understand who a person is and what they are like. The poem may even be interpreted as a warning label– are you ready to love someone and commit to them? The short lines such as ‘Here.’ and ‘Take it.’ create a connection between the speaker and reader. The speaker probes the reader to reflect on whether they understand the reality of love, away from the picturesque ideas of love such as Valentine’s day.

 

Below are some of my notes from our small group discussion.

From this exercise, I realised that I need to work on my close analysis. Especially coming back from the summer, it’s taking me longer to remember poetic devices which support micro-analysis, so I found myself relying on macroanalysis. I want to work on supplementing my understanding of the ‘big idea’ of a text with specific literary elements that provide clear evidence during in-class practice.

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