Language Arts · Grade 7 · Informing the Public: Analyzing Non-Fiction · Term 2

Author's Purpose and Point of View in Non-Fiction

Students will analyze how an author's purpose (to inform, persuade, entertain) and point of view shape the content and presentation of information.

• Ontario Curriculum Expectations
• CCSS.ELA-LITERACY.RI.7.6

About This Topic

Grade 7 students explore how an author's purpose, such as to inform, persuade, or entertain, and point of view shape non-fiction texts. They examine choices in language, evidence, and structure that reveal these elements. For example, persuasive pieces rely on emotional appeals and selective facts, while informative texts use neutral tone and comprehensive data. This work addresses Ontario curriculum expectations for analyzing informational texts and aligns with key questions on purpose's influence and bias effects.

Within the Language Arts strand, this topic strengthens critical thinking and media literacy. Students compare neutral and biased viewpoints to assess how they alter reader understanding, then critique texts for effectiveness. These skills support informed citizenship, as students evaluate editorials, articles, and reports in everyday contexts.

Active learning benefits this topic because students engage directly with texts through group analysis and debates. Collaborative tasks, like annotating paired articles on the same issue, help them spot subtle biases and purposes. This hands-on approach builds confidence in articulating critiques and makes abstract concepts concrete and relevant.

Key Questions

1. Explain how an author's purpose influences their choice of language and evidence.
2. Compare the impact of a neutral versus a biased point of view on a reader's understanding.
3. Critique an informational text for its effectiveness in achieving its stated purpose.

Learning Objectives

• Analyze how an author's stated or implied purpose (to inform, persuade, or entertain) influences the selection of evidence and language in non-fiction texts.
• Compare the effects of a neutral authorial point of view versus a biased point of view on the reader's interpretation of information in two related texts.
• Evaluate the effectiveness of an informational text in achieving its intended purpose by identifying specific rhetorical strategies used by the author.
• Identify instances of loaded language and logical fallacies that reveal an author's bias or persuasive intent.

Before You Start

Identifying Main Idea and Supporting Details

Why: Students need to be able to find the central message and the evidence used to support it before analyzing how purpose and point of view shape these elements.

Text Features and Structure

Why: Understanding how headings, subheadings, and paragraph organization contribute to the overall message is foundational to analyzing how authors present information.

Key Vocabulary

Author's Purpose	The main reason an author decides to write a text, often categorized as to inform, to persuade, or to entertain.
Point of View	The author's perspective or attitude toward the subject matter, which can be neutral, objective, or biased.
Bias	A prejudice or inclination for or against a person, group, or idea, which can influence how information is presented.
Informative Text	Writing that aims to educate the reader about a topic, typically using facts, statistics, and objective language.
Persuasive Text	Writing that aims to convince the reader to adopt a particular viewpoint or take a specific action, often using emotional appeals and strong arguments.

Watch Out for These Misconceptions

Common Misconception

All non-fiction texts are objective and neutral.

What to Teach Instead

Non-fiction often includes persuasive purposes with biased points of view. Group comparisons of articles on the same topic reveal how word choice sways readers. Peer discussions help students adjust their expectations through shared evidence.

Common Misconception

An author's purpose is always stated directly in the text.

What to Teach Instead

Purposes emerge through implied techniques like tone and evidence selection. Annotation activities in pairs make students detectives of subtle cues. This active process clarifies how inferences drive analysis.

Common Misconception

Point of view does not affect the facts presented.

What to Teach Instead

Biased views select or frame facts to support purpose. Role-playing authors in small groups demonstrates these choices. Students then spot manipulations in real texts, building discernment.

Active Learning Ideas

Gallery Walk: Purpose Clues

Provide 6-8 short non-fiction excerpts marked with purposes. Students in small groups annotate language and evidence clues on sticky notes, then post on walls. Groups rotate to review and add insights. Conclude with whole-class sharing of patterns.

45 min·Small Groups

Pairs Debate: Biased vs Neutral

Pair students with two articles on one topic, one neutral and one biased. Pairs debate how point of view changes impact, using evidence charts. Switch pairs for fresh perspectives. Wrap with class vote on most convincing arguments.

35 min·Pairs

Jigsaw: Purpose Experts

Divide class into expert groups on inform, persuade, or entertain purposes, analyzing sample texts. Experts then regroup to teach peers and co-create a class chart of techniques. Students apply knowledge to a new text independently.

50 min·Small Groups

Text Critique Stations

Set up stations with texts of varying purposes. Small groups rotate, critiquing effectiveness with rubrics on language, evidence, and POV. Each group presents one standout example to the class.

40 min·Small Groups

Real-World Connections

• Journalists writing news reports strive for an informative purpose with a neutral point of view, while opinion columnists aim to persuade readers using a clear, often biased, perspective.
• Advertisers create commercials and print ads with the purpose of persuading consumers to buy products, carefully choosing language and imagery to evoke specific emotions and associations.
• Policy analysts preparing reports for government officials must clearly state their purpose, whether to inform about a situation or persuade policymakers to adopt a certain course of action, while maintaining an objective tone.

Assessment Ideas

Exit Ticket

Provide students with a short editorial. Ask them to write one sentence identifying the author's primary purpose and one sentence explaining the author's point of view, citing one piece of evidence from the text for each.

Discussion Prompt

Present students with two short articles on the same controversial topic, one clearly biased and one more neutral. Ask: 'How does the author's point of view change how you understand the information? What specific words or phrases reveal the bias?'

Quick Check

Give students a list of text excerpts. For each excerpt, have them quickly identify the author's likely purpose (inform, persuade, entertain) and whether the point of view appears neutral or biased, explaining their reasoning in one sentence.

Frequently Asked Questions

How do you teach author's purpose in grade 7 non-fiction?

Start with mentor texts sorted by purpose: informative news reports, persuasive op-eds, entertaining features. Guide students to chart language patterns, like facts versus opinions. Follow with independent sorting tasks and reflections. This scaffold builds from recognition to analysis, meeting Ontario expectations for RI.7.6.

What activities reveal point of view bias in texts?

Use paired reading of neutral and biased articles on topics like recycling or gaming. Students highlight loaded words and missing viewpoints in T-charts. Group debates on impact deepen understanding. These steps connect purpose to reader effects, fostering critical evaluation skills.

How can active learning help students analyze author's purpose and point of view?

Active strategies like jigsaws and gallery walks engage students in dissecting texts collaboratively. They annotate clues, debate biases, and teach peers, making abstract ideas tangible. This participation boosts retention and application, as students internalize techniques through hands-on critique rather than lectures.

How to critique non-fiction for effectiveness?

Teach a simple rubric: purpose clarity, evidence quality, language fit, and POV transparency. Students apply it in stations to varied texts, then peer review critiques. Class examples highlight strong models. This process ensures students evaluate if texts achieve goals, aligning with curriculum standards.