Download 3.3 Respond critically to significant aspects of unfamiliar written texts

3.3 Respond critically to significant aspects of unfamiliar
written texts through close reading, supported by evidence
4 Credits
This achievement standard requires reading and responding critically to ideas and language features in
unfamiliar prose and poetry texts. You will read the texts provided and answer questions about them.
The texts are written texts including:
 One piece of prose
 One poem
You will write responses to show your understanding. All questions require longer responses and provide
opportunity for you to gain Achieved, Merit and/or Excellence.
Questions will be set on each text, and there will also be questions involving the comparison of both
texts. The questions generally relate to the texts ideas/themes, context, impact on the reader and the
language techniques used to create effects. It is expected you will support your answers with specific
supporting detail from the text for every question.
The recommended time allocated for this standard is 60 minutes.
It is important that you revise language and terminology for this standard. When discussing the effect of these
techniques you must be specific – avoid general effects such as ‘to draw the reader in’ or ‘to make them think’. Link
the effect to the important ideas or messages of the text.
Approaching the questions:
 Make sure you read the passage carefully at least once before you begin answering to ensure you have an
understanding of the overall ideas
 Read through the questions. However, there may be overlap in the material you can use to answer a
questions and you will not get credit for using the same material in two responses
 Follow a clear T.E.E.C. structure within your response. Aim to explore at least three ideas linked to the
question in this way.
 Refer back to the text to help you and use important details to support your response.
 Attempt all questions.
You will be assessed on the following schedule:
Achievement Criteria
Achievement
Achievement with Merit
Respond critically to significant
aspects of unfamiliar written
texts through close reading,
supported by evidence.
Respond critically and
convincingly to significant
aspects of unfamiliar written
texts through close reading,
supported by evidence.
‘Respond critically’ means you
have interpreted how particular
techniques have been used to
create effects within the text,
such as imagery, symbolism or
structure.
‘Convincingly’ means you have
analysed the text in depth, using
relevant ideas and frequent
details. You explain your ideas in
a reasoned, clear way.
Achievement with Excellence
Respond critically and perceptively
to significant aspects of unfamiliar
written texts through close reading,
supported by evidence.
‘Perceptively’ means you offer
original or insightful
interpretations and show a
thoughtful understanding of the
author’s purpose.
Explanatory Notes –
1
This standard is derived from the Level 8 Making Meaning [reading] and the Creating Meaning
strand [writing] and related achievement objectives in the English Learning Area of The New Zealand
Curriculum, Learning Media, Ministry of Education, 2007; and is also related to the material in the
Teaching and Learning Guide for English, Ministry of Education, 2012 at
http://seniorsecondary.tki.org.nz.
2
Respond critically involves making evaluative interpretations and judgements.
Respond critically and convincingly involves making discerning and informed interpretations and
judgements.
Respond critically and perceptively involves making sophisticated and insightful and/or original
interpretations and judgements.
3
Close reading involves a detailed exploration and consideration of significant aspects of texts.
4
Aspects of written texts include:
 audiences and purposes
 ideas (eg themes, attitudes, beliefs, experiences, feelings, insights, meanings, opinions,
thoughts, understandings within the text)
 language features (eg figurative language, syntax, style, symbolism, diction, vocabulary, sound
devices)
 structures (eg narrative sequence, beginnings and endings).
5
Significant refers to how aspects and interpretations of the text create meaning.
6
Supported by evidence refers to the use of specific and relevant details to support interpretation and
judgement. This may include quotations from and/or references to the texts.
7
Assessment Specifications for this achievement standard can be accessed through the English
Resources page found at http://www.nzqa.govt.nz/qualificationsstandards/qualifications/ncea/subjects/.
Terminology used in the standard
There are other terms which you need to know and understand apart from those already mentioned:
Purpose means the reason why the text has been created. This can relate to themes or messages. It can
show that the text is informative, persuasive, educational or entertaining.
Target Audience means who the text is intended for as its main audience.
Style means the way the text has been created. This can relate to language features used, sentence
structure, layout, and the viewpoint of the author/producer.
Verbal Features are the language features used.
Example means a quote or specific detail.
Verbal Features (Language/Vocabulary)
abbreviation
the shortening of a word
St (street); bike
acronym
forming a new word by using the abbreviated letters
of other words
ANZAC
alliteration
repetition of consonant sounds at the start of words
Peter Piper picked a peck of pickled
peppers.
allusion
reference, sometimes indirect, to a person place or
object
analogy
presenting a parallel case to help the reader’s
understanding
assonance
repeated vowel sounds within words
two blue tubes
cliché
a trite or overused saying
That’s as good as gold
colloquialism
comparative
adjectives
informal, everyday language
adjectives used to compare two things
mates
better
compound words
combining two separate words into one new word.
Greenpeace
connotation
Slim, thin , skinny
contraction
implication, refers to qualities,; can be positive or
negative
shortened form of the verb
conversion
emotive language
using a word as a different part of speech
language used to stir the emotions of the audience
iron, to iron
slaughtered (not killed)
euphemism
hyperbole
a more pleasant way of saying something
uncomfortable or to hide the truth
gross exaggeration
passed away (not died);
restructuring, collateral damage
I’ve got tonnes of homework
idiom
phrases with an understood meaning
imperative verbs
Command form of the verb
on the wagon
watch your tongue
buy now
intensifier
Increases the meaning of the following word
very, rather
irony
jargon
when statement is contradicted by the tone, voice or
context
words specific to a particular area
litotes
statement using a negative to express a positive idea
can’t
The computer’s hard drive could not
handle the software.
he’s not a bad guy
metaphor
A comparison without using like/as where something
is compared to something it is not
The sun blazed in the sky.
onomatopoeia
words that sound like their meaning
buzz, tinkle, murmur
oxymoron
deliberate use of contradictory words in juxtaposition
‘bitter sweet’
paradox
deep down he’s really shallow
personal pronouns
a statement which seems contradictory but makes
sense
Used in place of a person’s name
personification
giving inanimate objects human qualities
The wind danced through the trees.
phrasal verbs
fly off tomorrow
pun
Verbs which are made up of a phrase
a play on the double meanings of words
rhyme
The echo effect of sounds between words
When the lights went out, the
students were delighted.
Ball, fall, tall
rhetorical question
A question asked for effect, not requiring an answer
How many times have we heard that?
sibilance
simile
repetition of ‘s’ sounds usually at the beginning of
words
a comparison of two unlike things using like or as
The sleek snake slithered, hissing its
way through the soft grass.
The sun was like a blazing fire.
slang
words particular to a social group
rad, gnarly
superlative
adjectives
tag questions
Adjectives used to compare more than two things
best
Added to the end of a sentence
he’s a bit of alright, isn’t he?
‘you can count on us’
Verbal Features (Structure Syntax)
anacoluthon
antithesis
complex sentence
compound sentence
ellipsis
inversion
a speaker changing the structure of a sentence
part way
a balanced contrast
Two or more clauses joined by a subordinating
conjunction
Two or more clauses joined by a coordinating
conjunction
leaving out of part of a sentence
I want…would you do this please?
the spirit is willing, but the flesh is
weak
Nero fiddled while Rome burned.
The All Blacks lost the rugby and the
silver ferns lost the netball.
…coming? (not Are you coming?)
Little did I dream
incomplete sentence
inverting the normal order of words in a
sentence.
An unfinished sentence
interrogative sentences
Sentences which ask questions
‘are you always tired?’
juxtaposition
two, often contrasting, things placed side by
side for effect
a list used for effect
a sensitive product with powerful
performance
combining breath-taking views,
affordability, adventure activities…
I took the bus and got off at the park
and waited for my friend.
picked for freshness
listing
loosely coordinated
sentence
minor sentence
would you…?
parallel structures
sentences that ramble often with a number of
conjunctions
a sentence in which either the subject or verb is
missing
placing a noun or noun equivalent alongside
another noun to add explanation
repeated sentence structures or patterns
repetition
repetition used for effect
alone, alone, all all alone
simple sentence
group of words with one finite verb making
complete sense.
The dog was barking for hours in its
kennel.
nouns in apposition
Mrs Taylor, the principal, jumped out
of a cake.
A dream where…A dream where…