Analyzing Author's Point of View and Purpose

Analyzing Author’s Point of View and Purpose

Grade 8 · ELA · NYS NGLS 8R6 · 55 Minutes

NYS-Aligned Standard

8R6 — Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints. NYS Next Generation English Language Arts Learning Standards (2017)

Learning Objectives — “I Can” Statements

• I can identify the author’s point of view or purpose in a nonfiction text.
• I can explain how word choice and tone reveal the author’s perspective.
• I can analyze how the author addresses conflicting viewpoints or evidence.
• I can evaluate whether the author’s response to conflicting views strengthens or weakens the argument.

Essential Question

How does knowing an author’s purpose and point of view help you read more critically?

Materials & Prep

• Two short, original nonfiction passages (teacher-written — see models below)
• Point of View Analysis Graphic Organizer (1 per student)
• Highlighters (2 colors per student)
• Anchor chart: “Signals of Author’s Point of View”

Anchor Chart — Signals of Author’s Point of View:

LANGUAGE SIGNALS:
• Strong word choice (insist, demand, unfortunately)
• Loaded language (clearly, obviously, everyone knows)
• Omissions (what is NOT said?)
• Emotional appeals vs. factual appeals

HOW AUTHORS HANDLE CONFLICTING VIEWS:
• Acknowledge then dismiss: "While some argue X, the evidence shows..."
• Concede partially: "X is true, but..."
• Ignore the viewpoint entirely

Original Mentor Passages (Teacher-Authored — 100% Original Content)

Passage A — Favoring Extended School Hours:

“Extended school days are the clearest path to closing the achievement gap in our city schools. Students who spend more time in structured learning environments consistently outperform their peers. Admittedly, some critics worry about student fatigue and family schedules — but these concerns pale in comparison to the long-term academic benefits. The evidence is overwhelming: time spent learning is time well invested. Schools that have adopted extended hours report higher graduation rates and stronger performance on standardized assessments. It is time for school districts across our state to commit to this proven strategy.”

Passage B — Opposing Extended School Hours:

“Before we assume longer school days solve anything, we should ask what happens to the quality of learning during those hours. Research on student attention spans indicates that cognitive performance declines significantly after six hours of instruction. Some advocates of extended hours point to improved test scores, but those gains often reflect test preparation rather than genuine learning. The real solution lies not in more time, but in how that time is used — engaging, student-centered instruction that respects the whole child. Simply adding hours to a flawed system does not make it better.”

Lesson Sequence

Hook / Warm-Up (8 minutes)

1. Post two headlines on the board: “Extended School Hours Boost Student Achievement” and “Longer School Days Harm Student Wellbeing.”
2. Ask: “Just from reading the headline, what do you think each author believes?”
3. Students write a 1-sentence prediction on a sticky note; attach to the board.
4. Discuss: “How can you tell an author’s opinion from just one sentence?”

Direct Instruction (12 minutes)

1. Distribute Passage A. Read aloud together.
2. Model identifying the point of view: “The author clearly thinks extended days are positive. What words show that?”
3. Point to “clearly,” “overwhelming,” “proven” — discuss loaded language.
4. Ask: “Does the author mention ANY opposing views?” (Yes — “some critics worry.”)
5. Analyze: “How does the author respond to that opposing view?” (Dismisses it: “pale in comparison.”)
6. Record on the anchor chart: this is the “acknowledge then dismiss” strategy.

Guided Practice (12 minutes)

1. Distribute Passage B. Students work in pairs with two highlighters:
   • Color 1: language that reveals the author’s point of view
   • Color 2: language that addresses or dismisses an opposing viewpoint
2. Pairs complete the top half of the Point of View Analysis Graphic Organizer.
3. Share out: “Passage B calls out the same evidence differently — how?”
4. Key insight: “Same topic, same data — but very different conclusions based on author’s perspective.”

Independent Practice (15 minutes)

1. Students complete the full graphic organizer independently, comparing both passages.
2. Students write a 3–4 sentence analysis responding to: “Which author is more persuasive, and why? Use evidence from the text.”
3. Teacher circulates; prompt struggling students: “What does the author want you to believe? What evidence do they use? What do they ignore?”

Closure (8 minutes)

1. Students share their analysis in a Think-Pair-Share.
2. Class discussion: “Can two authors use the same evidence to reach opposite conclusions? What does that tell us about point of view?”
3. Exit ticket: “In 2 sentences, explain how the author of Passage A responds to conflicting views.”

Point of View Analysis Graphic Organizer

Name: _____________________ Date: ____________

PASSAGE A — Point of View Analysis
Author's point of view / purpose:
___________________________________________________________________________
3 words/phrases that show this:    1. __________  2. __________  3. __________
How does the author address conflicting views?
___________________________________________________________________________
Does this strengthen or weaken the argument? Why?
___________________________________________________________________________

PASSAGE B — Point of View Analysis
Author's point of view / purpose:
___________________________________________________________________________
3 words/phrases that show this:    1. __________  2. __________  3. __________
How does the author address conflicting views?
___________________________________________________________________________
Does this strengthen or weaken the argument? Why?
___________________________________________________________________________

COMPARISON ANALYSIS (written response):
Which author is more persuasive, and why? Use evidence from both texts.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

SDI & Differentiation Block

Supports for MLLs/ELLs

Entering/Emerging (NYSESLAT Levels 1–2):

• Provide a bilingual glossary of academic vocabulary (point of view, purpose, evidence, conflicting)
• Pre-read both passages with student in a small group before the lesson
• Allow student to highlight only loaded language and circle the opposing view sentence
• Accept graphic organizer responses as bullet points or single words; teacher scribes analysis

Transitioning/Expanding (NYSESLAT Levels 3–4):

• Provide sentence frames for the analysis: “The author of Passage ___ believes ___ because ___. The author responds to opposing views by ___.”
• Pre-teach “acknowledge,” “dismiss,” “concede” with visual examples
• Allow extended time for written response

Supports for Students with IEPs

SDI Adaptation Dimensions: content, methodology, delivery

• Content: Focus on ONE passage only (Passage A); reduce graphic organizer to 2 fields (point of view + 2 signal words); eliminate comparison task if needed
• Methodology: Use a pre-annotated version of Passage A with key phrases boxed; teacher reads aloud in small group; use a sentence strip sequencing task (“Which sentence shows the opposing view?”)
• Delivery: Provide graphic organizer with fill-in-the-blank format; allow response via verbal discussion or voice recording; reduce written response to 1–2 sentences

Suggested Placement: ICT, Resource Room

Suggested IEP Goal Reference (Teacher Reference Only — Not Legal Advice): Given a highlighted informational text and a structured graphic organizer, the student will identify the author’s point of view and at least one language signal that reveals it with 80% accuracy across 4 of 5 opportunities, supporting progress toward 8R6.

Extensions for Advanced Learners

• Research a real-world debate and find two authentic texts with opposing viewpoints; apply the same analysis framework
• Write a Passage C: a “balanced” version that presents both views fairly — then analyze: is it actually possible to be unbiased?
• Evaluate the logical fallacies in each passage

Assessment

Formative: Highlighting accuracy during guided practice; exit ticket (2-sentence explanation)

Summative Option: Written comparative analysis essay (3 paragraphs) using both texts; NYS 8 ELA Extended Response rubric can be adapted.

NYS Assessment Note: 8R6 targets directly mirror NYS Grade 8 ELA assessment tasks involving multiple texts, point of view, and text-based evidence. The 3–4 sentence response format aligns with NYS short-response expectations.

Answer Key / Model Responses

Exit Ticket Model: “In Passage A, the author responds to critics who worry about fatigue and family schedules by dismissing their concern, saying it ‘pales in comparison’ to academic benefits. The author uses this strategy to strengthen their argument by making the opposing view seem minor.”

Graphic Organizer Model (Passage A):

• POV: Author believes extended school hours improve student outcomes and should be adopted statewide
• Signal words: “clearly,” “overwhelming,” “proven”
• Response to conflicting views: Acknowledges concerns, then dismisses with “pale in comparison”
• Effect: Somewhat strengthens — but the dismissal is abrupt and doesn’t fully engage the evidence

Alignment Record