Point of View and Bias
Help Questions
SSAT Upper Level: Reading › Point of View and Bias
Scenario—Literary Critique. In a review of Mary Shelley’s Frankenstein, critic Tomás Ibarra—known for praising brisk, plot-driven novels—argues that the book’s “endless moralizing” is “a fog that smothers genuine drama.” He concedes that Shelley’s imagery is “occasionally luminous,” but insists the narrative is “needlessly circuitous,” citing long letters and reflective passages as “self-indulgent detours.” He quotes a single action scene at length while summarizing philosophical sections in a sentence. Anticipating objections, he admits that “some readers treasure the ethical inquiry,” yet he calls such appreciation “a cultivated habit, not an honest pleasure.” Question: What evidence in the passage suggests the author’s viewpoint is biased?
He mentions that letters appear in the narrative, which is simply a factual description of structure.
He identifies the novel’s author as Mary Shelley, providing basic bibliographic context for readers.
He notes that imagery is “occasionally luminous,” demonstrating an even-handed assessment of style.
He quotes an action scene at length but compresses reflective sections, implying a preference for speed over depth.
He anticipates objections, proving he has eliminated bias by acknowledging other readers’ tastes.
Explanation
This question tests the SSAT Upper Level skill of analyzing an author's point of view or bias in a passage. Understanding bias requires identifying language and evidence that reflect an author's perspective, influenced by their background or affiliations. In this passage, the author's selective quoting and summarizing, such as quoting action scenes at length while compressing reflective ones, suggests a bias towards plot-driven narratives over philosophical depth, as seen in calling moralizing a 'fog that smothers genuine drama.' The correct answer, choice A, accurately identifies this bias because it points to the uneven treatment of elements, reflecting the critic's known preference for brisk novels. Choice B is incorrect because it describes neutral factual information without indicating bias, often due to confusing basic details with interpretive slant. To help students: Encourage analyzing the language and evidence used by authors to reveal bias, and practice distinguishing between bias and neutral language. Teach students to consider historical and personal contexts that might influence an author's perspective, watching for common pitfalls like confusing tone with bias.
Scenario—Current Event Commentary. A campus editorial on standardized testing is written by Marisol Chen, who runs a test-prep club. She argues that removing entrance exams is “a feel-good gesture that dilutes merit,” and she cites a study showing first-year GPA correlates modestly with test scores. Yet she ignores the same study’s note that correlation weakens after controlling for income. She acknowledges a counterargument about unequal access to tutoring, but calls it “a solvable inconvenience,” recommending “community-sponsored coaching” without addressing funding. Question: Which phrase indicates the author’s stance on the issue?
“Feel-good gesture”
“Correlates modestly”
“Community-sponsored coaching”
“First-year GPA”
“Controlling for income”
Explanation
This question tests the SSAT Upper Level skill of analyzing an author's point of view or bias in a passage. Understanding bias requires identifying language and evidence that reflect an author's perspective, influenced by their background or affiliations. In this passage, the author's phrase 'feel-good gesture that dilutes merit' suggests a bias towards retaining standardized tests, as seen in ignoring parts of the study that weaken correlations. The correct answer, choice B, accurately identifies this bias because the phrase reveals a dismissive stance on removal, influenced by the author's test-prep role. Choice A is incorrect because it presents neutral data without indicating stance, often due to mistaking facts for opinionated language. To help students: Encourage analyzing the language and evidence used by authors to reveal bias, and practice distinguishing between bias and neutral language. Teach students to consider historical and personal contexts that might influence an author's perspective, watching for common pitfalls like confusing tone with bias.
Scenario—Scientific Debate. A community bulletin about fluoridated water is written by Dr. Luis Herrera, a dentist who runs a clinic offering discounted cleanings. He argues fluoridation is “a quiet triumph of prevention,” citing a county report showing cavities among third graders dropped from 38% to 27% after fluoridation. He dismisses residents’ concerns about choice as “misplaced autonomy” and calls online critics “self-taught chemists.” He addresses a counterargument—possible overexposure for infants—by noting dosage guidelines exist, but he does not discuss how households are informed or monitored. Question: Which statement from the passage best reflects the author’s bias?
“A county report.”
“Discounted cleanings.”
“Dosage guidelines exist.”
“Misplaced autonomy.”
“Cavities among third graders dropped from 38% to 27% after fluoridation.”
Explanation
This question tests the SSAT Upper Level skill of analyzing an author's point of view or bias in a passage. Understanding bias requires identifying language and evidence that reflect an author's perspective, influenced by their background or affiliations. In this passage, the author's use of phrases like 'quiet triumph' and 'misplaced autonomy' suggests a bias towards fluoridation, as seen in dismissing critics as 'self-taught chemists.' The correct answer, choice C, accurately identifies this bias because the statement reflects condescending framing of opposition, tied to the dentist's clinic interests. Choice A is incorrect because it presents neutral data without biased expression, often due to mistaking facts for opinionated statements. To help students: Encourage analyzing the language and evidence used by authors to reveal bias, and practice distinguishing between bias and neutral language. Teach students to consider historical and personal contexts that might influence an author's perspective, watching for common pitfalls like confusing tone with bias.
Scenario—Historical Analysis. A textbook sidebar on the 1846 Riverbend Treaty is written by Professor Min-Jae Park, whose grandparents were displaced from the region. The sidebar contends the treaty was “a thinly veiled seizure” and describes officials as “calculating,” while portraying local leaders as “steadfast guardians.” It cites a ledger showing 3,200 acres transferred and notes that translators were paid by the acquiring party; however, it omits the clause granting annual provisions and mentions, only briefly, that some community members supported the treaty to avoid war. A quoted official letter says, “We offered fair terms,” which the author calls “predictable self-justification.” Question: How does the author’s choice of language in the passage suggest their perspective?
By using evaluative terms like “thinly veiled” and “calculating,” the author signals moral condemnation of the treaty.
By listing acreage transferred, the author signals complete neutrality and avoids any interpretive framing.
By quoting an official letter, the author endorses the officials’ view as the most trustworthy account.
By mentioning annual provisions, the author emphasizes the treaty’s generosity and balanced negotiation.
By noting translators were paid, the author argues translation is always accurate in legal settings.
Explanation
This question tests the SSAT Upper Level skill of analyzing an author's point of view or bias in a passage. Understanding bias requires identifying language and evidence that reflect an author's perspective, influenced by their background or affiliations. In this passage, the author's use of terms like 'thinly veiled seizure' and 'calculating' for officials suggests a bias against the treaty and towards the displaced communities, as seen in framing official quotes as 'predictable self-justification.' The correct answer, choice A, accurately identifies this bias because it shows how evaluative language conveys moral condemnation, likely influenced by the author's family history. Choice B is incorrect because it misinterprets factual listing as neutrality, often due to overlooking interpretive framing in descriptions. To help students: Encourage analyzing the language and evidence used by authors to reveal bias, and practice distinguishing between bias and neutral language. Teach students to consider historical and personal contexts that might influence an author's perspective, watching for common pitfalls like confusing tone with bias.
Scenario—Current Event Commentary. In an article about public library funding, columnist Priya Nand argues that cutting hours is “a quiet dismantling of civic life.” She cites attendance rising 22% in three years and notes that computer-terminal use spikes during job-search seasons. However, she calls the mayor’s budget memo “bean-counter logic” and implies opponents “prefer ignorance to investment.” She acknowledges a counterargument—limited tax revenue—by conceding “tradeoffs exist,” yet she immediately proposes reallocating “nonessential beautification” funds without detailing costs. Question: Which statement from the passage best reflects the author’s bias?
“Limited tax revenue.”
“Tradeoffs exist.”
“A quiet dismantling of civic life.”
“Attendance rising 22% in three years.”
“Computer-terminal use spikes during job-search seasons.”
Explanation
This question tests the SSAT Upper Level skill of analyzing an author's point of view or bias in a passage. Understanding bias requires identifying language and evidence that reflect an author's perspective, influenced by their background or affiliations. In this passage, the author's use of phrases like 'quiet dismantling of civic life' and 'bean-counter logic' suggests a bias towards increasing library funding, as seen in implying opponents prefer ignorance. The correct answer, choice C, accurately identifies this bias because the statement emotively frames cuts as destructive, revealing the author's pro-funding stance. Choice A is incorrect because it presents neutral data without biased language, often due to confusing evidence with opinionated expression. To help students: Encourage analyzing the language and evidence used by authors to reveal bias, and practice distinguishing between bias and neutral language. Teach students to consider historical and personal contexts that might influence an author's perspective, watching for common pitfalls like confusing tone with bias.