part 2: issues and events, points of view and...

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PART 2: Issues and events, points of view and contentions Issues and events It is important to be able to distinguish between an event and an issue . The former is simply something that has happened.

These are the ‘facts’ that are reported in the media. An issue, on the other hand, can be defi ned as a contentious or complex

situation, usually having its origins in an event.

For example, certain controversial issues (such as abortion and climate change) have been with us for some time.

However, every time a new specifi c event occurs in this area (such as the introduction of the RU-486 abortion pill, or the

federal government implementing a carbon pollution reduction scheme), the broader issues are ‘stirred’ again, with new

arguments and debates (as well as old ones) being revived.

One event can spark any number of related issues, and in a broad range of areas. Consider the following example:

Several years ago, a nurse was arrested in Portugal for providing abortions for poverty-stricken

women. The abortions had been performed in the nurse’s home, at no cost, and the nurse

endeavoured to ensure that they took place under sterile conditions. Because Portugal is a

predominantly Catholic country, certain reproductive and health laws have been formulated as a

direct result of religious teachings. This means that abortion is illegal in Portugal, with both the

person performing the abortion and the woman having the abortion subject to legal punishment.

If a journalist writes about the above situation (the performance of

an abortion and the subsequent arrest of the nurse) as an event, simply

the facts of what has happened will be reported. However, the issues that

might be raised as a consequence of the event are many, including:

• the right to life (pro-life) versus the right to choose (pro-choice)

• the role of religion in the creation of policy and law (separation of

church and state)

• the provision of adequate medical assistance for the poor

• humanitarian versus legal implications (the nurse’s actions are

humanitarian, yet she is breaking an established law).

What people debate here will depend on what they feel strongly about.

For some, the religious issues might outweigh some of the social or humanitarian concerns; others will feel most strongly

about a woman’s right to choose what she does with her own body. It is these differences of opinion that create the issues,

as there is often no clear-cut solution that will please everybody!

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YOUR TURN

2.1 a What is your opinion in relation to the example on the previous page? Write three or four sentences to

explain your point of view. Alternatively, debate the issue informally with your classmates and teacher,

establishing clear arguments for and against the punishment of the nurse.

b Decide whether each of the following is an issue or an event, then match each event to its resulting issue.

i a principal suspends an entire Year 12 cohort of students for poor behaviour on ‘muck up day’

ii sexual discrimination in the workplace

iii the impact of technology on language

iv Beijing authorities shut down a website that denounced the use of violence by police on Tibetan monks

v the morality of the death penalty

vi an English teacher asks students to write a poem in the language of text messages

vii a woman is harassed after requesting a salary increase to an amount in line with her male colleagues

viii human rights and freedom of expression

ix ‘mob mentality’ behaviour

x the ‘Bali bombers’ are executed after a string of unsuccessful appeals by their lawyers

c For two of the above events, brainstorm another (different) issue that might be debated as a result.

Event Issue

i

ii

d Now do the reverse: for two of the issues listed above, imagine one other specifi c event that might have

sparked the debate.

Issue Event

i

ii

e With a partner, come up with two events you have seen in the media recently that have sparked controversy.

Give a brief presentation to your class about the event itself, and the range of issues it raised.

Points of view Have you ever heard people arguing about any of the following circumstances?

• the place of religion in government schools

• the Australian ‘obsession’ with sport

• public versus private education

• gay marriage.

Why are people arguing about these things? Usually they are arguing because they have an opinion—or a point of view—to

share. A point of view is a particular opinion or belief on a topic, based on prior knowledge and experience. In a democratic

country such as Australia, people have a right to express their point of view freely.


15PART 2: ISSUES AND EVENTS, POINTS OF VIEW AND CONTENTIONS

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2.2 a Think about the second circumstance listed (the Australian ‘obsession’ with sport). What different points of

view do you often hear expressed? Outline them below.

b Now, choosing one of the other circumstances listed, consider who (which groups or individuals) would be

likely to debate the topic, what their viewpoints might be and why they might hold these views. If possible,

do this exercise with a partner to get another point of view.

Circumstance Who might debate this issue?

What viewpoint might they hold?

Why?

Points of view create issues The four bullet points at the bottom of the previous page are all issues. As we have established, this is because they have

often sparked fi erce, thoughtful or at times emotional public debate and do not seem to have any clear or immediate

solutions that are likely to please everyone.

Usually, an issue will have two or more clearly contrasting points of view that can be strongly supported; this is why

an easy solution is not always apparent. Some issues appear once and then disappear; others come in and out of the

media again and again, as new events trigger further discussion or a different perspective.

Considering the whole issue With any issue, it is important to consider the full range of views that might be expressed. By understanding another

point of view, your own argument can be strengthened. Similarly, if your knowledge of a particular issue is broad, you can

evaluate the quality of another person’s argument more effectively. The consideration of opposing viewpoints is a strategy

applied by students in debates, but the concept can be extended to any situation in which you must develop your own

viewpoint, and will help you to construct a more thoughtful and reasoned response of your own.

2.3 a Consider the issue of adults using social-networking sites, such as Facebook, at work (some employers

have made the decision to block such sites out of fear that employees are wasting time; others argue they

can help to make people more productive). What is your personal point of view in relation to this issue?

Can you justify your position with reasons or arguments? Write 2–3 sentences explaining your position.

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b In the table below, list all of the arguments you can think of both for and against adults using these sites

during work hours.

In favour of adults using social-networking sites at work

Against adults using social-networking sites at work

c Now work with a partner.

i What is their point of view, and what arguments can they put forth in support of this view?

ii Can you add any new arguments to your table as a result of this conversation? If so, why do you think

you were unable to identify these arguments by yourself?

iii Compare the relative ‘quality’ of your (and your partner’s) various arguments. Do any of them need to

be altered, in terms of ideas or expression? If so, address this.

iv Which side of the debate appears ‘stronger’ at this point? Can you suggest any possible reasons why

this might be the case, in terms of audience?

d Look back at the sentences you wrote for question a. Has your viewpoint modifi ed in any way?

What new knowledge is infl uencing your point of view, if any? What benefi t was there in sharing

information with others?

Contentions What is the difference in meaning between a point of view and a contention ? The two terms are closely related but there is

a subtle difference. If it is your point of view, for example, that smoking should be allowed in bars and clubs , your contention

would be your argument to support this point of view (for example: a ban on smoking in bars and clubs is a classic case of

over-regulation—people have always associated these venues with both drinking and smoking ). A contention is the central idea the author is trying to persuade the audience to accept , which will often be supported by a number of arguments

and evidence. It is important to be able to identify a writer or speaker’s point of view and contention. If you can do this

accurately, you will fi nd it easier to analyse the language and how the writer or speaker is trying to persuade you. You will

also be able to construct your own point of view coherently and persuasively.

2.4 a Consider the above example about smoking. If this were your opinion, what might your contention be?

b Try to think of two more contentions for each of the opinions that follow, and write them in the appropriate

space opposite. The fi rst one in each case has been done as an example.

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Point of view Smoking should be allowed in bars and clubs.

Contention 1 Banning smoking in these areas is an attack on the civil liberties of individuals.

Contention 2

Contention 3

Point of view Smoking should not be allowed in bars and clubs.

Contention 1 Smoke poses a health risk to employees.

Contention 2

Contention 3

c Look at the following excerpt from a letter to the editor. Try to identify the writer’s contention and write it

as one sentence, in your own words, in the space provided.

How nice it must be for the privileged few to enjoy gourmet culinary delights while kicking back

in a comfy corporate box up high at the footy. Meanwhile, the sweaty masses (who actually pay

for their seats) are forced to endure lukewarm pies and soggy chips, and end up missing half a

quarter for the privilege. How about letting those of us in the ‘cheap’ seats have access to the

same food and service?

Contention

d Consider the following issues. For each one, write one sentence to outline your broad point of view and

one sentence that provides a more specifi c contention in support of this view.

Issue Your point of view A contention in support of this view

same-sex relationship education in schools

free public transport

no-homework policies in schools

e Find a partner and, using your answers to the activity above, discuss your points of view. No doubt you will

have different opinions on at least one issue!

f Choose one issue about which you and your partner have different points of view. Have a mini-debate in

which you both state your contention, giving reasoned arguments and evidence in support.


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Creating a strong contention A strong contention should be logical, factual and ‘watertight’ (that is, it would be diffi cult to fi nd fault with the underlying

logic). It should make clear an author’s broader point of view, but it should also provide fairly specifi c detail and a good level

of insight with respect to the issue at hand. Put simply, a good contention should make it clear that the author knows what

they are talking about!

2.5 Read the following contentions and explain exactly what is wrong with each one. Try to be specifi c. The

fi rst one has been done for you.

Poor contention Why it is ineffective

Reality television is just trash (1). If we keep watching this rubbish we’ll lose all perspective and won’t know what’s real and what’s not (2). They (3) should be offering us much better shows than these.

1 This is a value judgement, not grounded in fact or logic; it dœ s not sound sophisticated, either!

2 This is exaggeration and unrealistic speculation; again, it is not grounded in fact or logic.

3 Not specifi c. It dœ s not clearly state at whom the criticism is aimed, and shows a lack of insight.Overall, the contention is not clearly stated, the language lacks polish, and no specifi c or workable alternatives are offered.

The issue of climate change is a difficult and controversial one. Some say we must accept its existence and act now; others feel we should not make any rash decisions with respect to trading schemes or emissions targets.

The only way to deal with these feral teenagers is to lock them up. They are all well overdue for some tough love.

Greenies need to get a grip and just accept the fact that cars are here to stay.

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2.6 Choose an issue that you feel strongly about. If you cannot think of one, choose one of the issues below.

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Genetically modi� ed food

Year 12 ‘muck up’ days and ‘schoolies’

Live animal export trade

Graf� ti in Melbourne’s laneways—art or eyesore?

Indigenous health and life expectancy

Renewable energy alternatives

Whaling Euthanasia Police corruption

a Research the issue online using newspaper homepages and online research sites (for a list of suggested

sites to start you off, see ‘Finding reliable evidence online’, page 61). First, write a summary (about 100

words) on the issue. Be sure to outline:

• the background: How did the issue arise or what events sparked it? What are people arguing about?

• the major arguments on either side

• your particular viewpoints and beliefs

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b Summarise your viewpoint in a one-sentence contention. Make sure it is clear, logical, factual and

‘watertight’.

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c Finally, list your major arguments and the specifi c evidence you would have used to support each one.

(For information about the different types of evidence that can be used, see ‘Evidence’ on page 42.)

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d Consider presenting your issue to the class in the form of an oral presentation. Be sure to outline (i) the

background, (ii) your contention, (iii) your arguments and (iv) supporting evidence for each argument.

Write a draft of your entire speech in the space below.

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