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Journey to the Reader's Palace

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on 31 October 2013

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Transcript of Journey to the Reader's Palace

level 5
level 3
Level 4
Into the forest
Some exploration of conventions from texts of different periods; some detailed discussion of how historical context affects meaning
Effect on the reader clearly identified, with some explicit explanation as to how that effect has been created
level 4
level 6
Level 5
Across the Mountains
Level 6:
Across the River
level 4
Level 3:
Through the Swamp

Level 8:
The Reader's Palace
Comments supported by some generally relevant textual evidence.
Can interpret a text based on evidence from different parts of it but comments are not always rooted securely in the text
comments simply on some structural choices, e.g. ‘the writer uses bullet points for the main reasons’
Identifies some basic features of writer’s language choices, e.g. ‘'disgraceful' is a good word to use to show he is upset’
Identifies the main purpose of a text and show some awareness of writer’s viewpoint and overall effect.
Can comment briefly on the effect that the reader’s or writer’s background has on the meaning
Simple, most obvious points identified though there may also be some misunderstanding
Straightforward inference based on a single point of reference in the text, e.g. ‘he was upset because it says “he was crying”’
A few basic features of organisation identified, but with little linked comment, e.g. ‘it tells about all the different things to do at the zoo’
A few basic features of writers' use of language identified, but with little or no comment, e.g. ‘there are lots of adjectives'
Able to express personal response but with little awareness of writer’s viewpoint or effect on reader
Some simple connections between texts identified and recognition of some features of the context
Comments supported by some generally relevant textual evidence.
Can interpret a text based on evidence from different parts of it but comments are not always rooted securely in the text
comments simply on some structural choices, e.g. ‘the writer uses bullet points for the main reasons’
Identifies some basic features of writer’s language choices, e.g. ‘'disgraceful' is a good word to use to show he is upset’
Identifies the main purpose of a text and show some awareness of writer’s viewpoint and overall effect.
Can comment briefly on the effect that the reader’s or writer’s background has on the meaning
Most relevant points clearly identified, and comments generally supported by relevant reference or quotation.
Can develop an explanation based on inference and deduction selecting specific textual evidence from across the text
Some explanation of the organisation of a text, including form
Comments show some awareness of the effect of writers' language choices and sentence craft.
Main purpose clearly identified with some explanation of the writer’s viewpoint and general awareness of effect on the reader.
Some explanation of the similarities and differences between texts and how the contexts (in which texts are written and read) contribute to meaning.
Most relevant points clearly identified, and comments generally supported by relevant reference or quotation.
Can develop an explanation based on inference and deduction selecting specific textual evidence from across the text
Some explanation of the organisation of a text, including form
Comments show some awareness of the effect of writers' language choices and sentence craft.
Main purpose clearly identified with some explanation of the writer’s viewpoint and general awareness of effect on the reader.
Some explanation of the similarities and differences between texts and how the contexts (in which texts are written and read) contribute to meaning.
Some detailed explanation of language choices, with appropriate terminology; can make links to comment on language choices across the text
Relevant points clearly identified, including summary and synthesis of information from different sources or different places in the same text
Some detailed exploration of how structural choices and narrative voice support the writer’s theme or purpose
Comments securely based in textual evidence and identify different layers of meaning, with some attempt at detailed exploration of them.
Relevant points clearly identified, including summary and synthesis of information from different sources or different places in the same text
Comments securely based in textual evidence and identify different layers of meaning, with some attempt at detailed exploration of them.
Some detailed exploration of how structural choices and narrative voice support the writer’s theme or purpose
Some evaluative comment on writer’s purpose or viewpoint, e.g. showing how the absence of females in Lord of the Flies affects author’s purpose
Evaluation of writers’ language choices; precise, perceptive analysis of how language is used, e.g. explaining how euphemisms conceal brutality in a political statement
Some appreciation of the writer’s crafting of structure e.g. evaluating the effectiveness of time-switches, chapter breaks, verse forms or use of direct speech in non-fiction
Comments begin to develop an interpretation of the text by teasing out meanings and weighing up evidence.
Increasing precision in selection and use of textual evidence; increasing ability to draw on knowledge beyond the text to develop or clinch an argument.
Some exploration of conventions from texts of different periods; some detailed discussion of how historical context affects meaning
Some appreciation of how particular devices achieve the effects they do, e.g. how the dramatic monologues serve to retain some sympathy for Macbeth
Effect on the reader clearly identified, with some explicit explanation as to how that effect has been created
level 5
level 7
Some detailed explanation of language choices, with appropriate terminology; can make links to comment on language choices across the text
Increasing precision in selection and use of textual evidence; increasing ability to draw on knowledge beyond the text to develop or clinch an argument.
Comments begin to develop an interpretation of the text by teasing out meanings and weighing up evidence.
Some appreciation of the writer’s crafting of structure e.g. evaluating the effectiveness of time-switches, chapter breaks, verse forms or use of direct speech in non-fiction
Some appreciation of how particular devices achieve the effects they do, e.g. how the dramatic monologues serve to retain some sympathy for Macbeth
Some evaluative comment on writer’s purpose or viewpoint, e.g. showing how the absence of females in Lord of the Flies affects author’s purpose
Some analysis of the effect of context e.g. how a particular context influences writers in different way, and how the reader’s context effects interpretation.
Evaluation of writers’ language choices; precise, perceptive analysis of how language is used, e.g. explaining how euphemisms conceal brutality in a political statement
Level 7:
Into the Caves
level 6
level 8
Sustained critical analysis or evaluation of the text shows appreciation of how it relates to relevant contexts and traditions
Clear ability to draw conclusions by evaluating critically how writer’s purposes and viewpoints are articulated throughout the text
Clear appreciation and understanding of how the language chosen supports the writer’s purpose and contributes to meaning
Clear appreciation and understanding of how the text’s structure supports the writer’s purpose and contributes to meaning
Clear critical stance develops a coherent interpretation of the text, drawing on imaginative insights and well supported by reference and wider textual knowledge
Clear critical stance develops a coherent interpretation of the text, drawing on imaginative insights and well supported by reference and wider textual knowledge
Clear appreciation and understanding of how the text’s structure supports the writer’s purpose and contributes to meaning
Clear appreciation and understanding of how the language chosen supports the writer’s purpose and contributes to meaning
Clear ability to draw conclusions by evaluating critically how writer’s purposes and viewpoints are articulated throughout the text
Sustained critical analysis or evaluation of the text shows appreciation of how it relates to relevant contexts and traditions
Full transcript