Distinguishing Between Facts and Opinions
As we learned in Unit 2, Book 1 and Unit 8, Book 2, developing the ability to read in a critical way involves the ability to distinguish between facts on the one hand and the writer’s opinions or interpretations on the other.
It isn’t always easy to separate fact from opinion, of course, for writers may combine fact and opinion in a way that makes it hard to tell where the facts end and the opinions begin — or they may present opinions as if they were facts. The biggest difficulty in distinguishing fact from opinion, though, may arise when you agree with the writer’s opinion: When we believe something very strongly, it’s easy to mistake our opinions for facts! So critical reading involves careful examination of our own beliefs as well as the author’s.
Here are two examples from Passage A in this unit that may illustrate how to read in a critical way to distinguish between facts and the writer’s opinions.
Example 1
Sports medicine experts have observed for years that endurance athletes, particularly females, frequently have iron deficiencies.
This is a fact as it is a sentence simply about sport medicine experts’ observation.
Example 2
Exercise can result in iron loss through a variety of mechanisms.
This is an opinion as the word “can” in the sentence indicates the writer’s attitude towards the matter being talked about.
Distinguishing Between Facts and Opinions
Facts are statements that tell what really happened or what really is the case. A fact can be proved or disproved with direct evidence. It is something known by actual experience or observation. Here are some examples from Passage A.
Example 1
“We found that women who were normally inactive and then started a program of moderate exercise showed evidence of iron loss,” says Roseanne M. Lyle, associate professor at Purdue. (Para. 2, Reading Passage A, Unit 2)
This is a fact as the sentence is simply a quotation from Lyle.
Example 2
In the third and final stage, people often feel weak, tired, and out of breath — and exercise performance is severely compromised. (Para. 7, Reading Passage A, Unit 2)
This is a fact as the sentence reports how people feel in the final stage.
Example 3
“Select breads and cereals with the words ‘iron-added’ on the label,” writes sports diet expert Nancy Clark. (Para. 11, Reading Passage A, Unit 2)
This is a fact. Please note that this is a case where a writer may present an opinion as if it were a fact. We say it is a fact because the sentence is a piece of quotation. However, one can argue that it is an opinion, because of the fact that the quoted part is an imperative sentence and that the writer is quoting it simply to express his own view, not just to report an idea of other people.
Opinions are statements of belief, judgment or feeling. They show what someone thinks or feels about a subject. Solid opinions, of course, are based on facts. However, opinions are still somebody’s view of something and are not facts themselves. Here are some examples from Passage A.
Example 1
Athletes in high-impact sports such as running may also lose iron through a phenomenon where small blood vessels in the feet leak blood. (Para. 6, Reading Passage A, Unit 2)
This is an opinion as the word “may” in the sentence shows the writer’s attitude towards the matter being talked about.
Example 2
If iron levels are low, talk with a physician to see if the deficiency should be corrected by modifying your diet or by taking supplements. (Para. 10, Reading Passage A, Unit 2)
This is an opinion expressed in an imperative sentence, which indicates an opinion from the writer.
Example 3
In general, it’s better to undo the problem by adding more iron-rich foods to the diet, because iron supplements can have serious shortcomings. (Para. 10, Reading Passage A, Unit 2)
This is an opinion. The phrase “in general” and the structure “it’s better to…” imply that the sentence is an opinion from the writer.
