(1) After my interview with these four young people, I reflected on the quiet sense of "difference" I sensed with many of these
Upward Bound students. (2) As a college teacher who has also taught seventh-grade science, I have some experience with the faces and attitudes of adolescence. (3) Upward Bound students had those faces. (4) There was the puzzled coping with changing bodies—hormone hell. (5) There was ambivalence about "authority figures" and uncertainties about whether or not the world would have some place for them. (6) There were the studied rationalizations about lapses on homework assignments, moments of despair, adolescent angst—all of that. (7) But there was also that "difference." (8) Maybe it's one part knowing people care and one part beginning to trust the future. (9) I wasn't sure. (Turner, "Onward and Upward: Upward Bound Helps Open College Doors," Virginia Journal of Education, June 1992. Adapted as fair usage.)
Which one of the following statements accurately reflects bias in relation to this passage?
The passage describes the Author's impression of students participating in the "Upward Bound" program and it is generally favourable towards the program, without giving a more specific reason for this favourable opinion, it's more the author's personal impression.
Thus, we could say that the author has a positive bias towards the program.
Split Complementary. A split complementary scheme involves the use of three colors. Start with one color, find its complement and then use the two colors on either side of it. For example, the complement of blue-green is red-orange and the split complement of blue-green would be red and orange.
