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Critical Analysis Using Clever Cloze Guideposts
B = Beginning D = Developing A = Achieving
| Code breaker Decoding the codes and conventions of written and spoken texts, eg: |
B | D | A |
|---|---|---|---|
| focuses on particular vocabulary in texts | |||
| focuses on cohesive ties/chains in texts | |||
| focuses on modality within texts | |||
| develops a range of decoding strategies (semantic/syntactic) | |||
| develops a range of encoding strategies (semantic/syntactic) | |||
| carefully reads and rereads the text focusing on specific wording | |||
| Text user Understanding the purposes of different written, spoken and visual texts for different cultural and social functions, eg: |
B | D | A |
| demonstrates an awareness of how the cultural and social context shapes the nature of texts | |||
| demonstrates an awareness of how the field (subject matter) and tenor (audience) of a text shape the grammatical features of that text | |||
| manipulates the linguistic features within a genre to achieve a certain purpose | |||
| develops a critical response based on knowledge of how texts are used to convey meaning | |||
| Text participant Comprehending written, spoken and visual texts, eg: |
B | D | A |
| links the text to real life issues | |||
| draws on own background knowledge | |||
| considers point of view by ‘seeing themselves’ in the text | |||
| responds to texts on a personal level | |||
| Text analyst Understanding how texts position readers, viewers and listeners, eg: |
B | D | A |
| examines the writer’s point of view and develops their own position on the text | |||
| critically analyses own ideological position relating to a topic | |||
| explores how the writer is positioning the reader | |||
| develops a critical response to the text | |||
| analyses and discusses if any of the texts provide an accurate representation of the world in which they live |