Discovering the Author’s Point of View
Point of view is the position from which details of a passage are perceived, considered, and described. In other words, point of view is the point through which the author considers, presents or communicates his messages or ideas. Due to the fact that someone’s perception and consideration are highly influenced by his political inclinations, religion, sex, or geographic background, some writers are apt to be biased. Consider these examples. Most Indonesian educators might see the inclusion of religion into the public school curriculum through a different point of view used by most American educators. A Northerner might write the history of the Civil War by using a different point of view than a Southerner.
Sometimes you will read about something or someone from more than one point of view. During a political campaign you read about different candidates, with each one claiming to be the best. In different newspapers, you read editorials about controversial subjects in which one newspaper supports the same issue that the other newspaper attacks. The sport editor in one town reports a ball game quite differently from the way the editor from the town of opposing team does. Occasionally, history books may present different accounts of the same event, depending on the author’s point of view.
Considering the explanations above, we can see how important it is to recognize the authors’ point of view in order to detect their purposes or biases. Sometimes it is quite easy to do but sometimes quite hard. These purposes or biases may sometimes be obvious, and sometimes they may be subtle or hidden. The following exercises are designed to help you practice to discover the author’s point of view.
As an example, read the following quotation and determine who stated it–(a) a professor? (b) the ministry of education speaker? (c) a school principle?
Every teacher in our school is responsible for a class and teach them all areas covered by the National Curriculum. He or she should also have a specialist subject, which he or she may coordinate throughout the school. In addition, he or she should also prepare lessons and teaching materials, mark and assess children’s work, put up displays in the classroom, work with other professionals, such as educational psychologists and social workers, discuss children’s progress and other relevant issues with parents and careers (both informally and at parents’ evenings), attend meetings and in-service training, and organize outings, social activities and sporting events.
To a highest extent, this quotation was stated by a school principle.