1. The Critical Reading

2. From the curriculum statement: “Critical Reading is a shared activity based on short texts chosen by the teacher to address a range of text types, which may include prose, verse, and texts with graphical or visual elements.”

3. Students should: Be familiar with a range of text types Be familiar with a range of text types See past exams See past exams Search for their own examples Search for their own examples Read for content Read for content [what is being communicated] Read for technique Read for technique [how it is being communicated]

4. Assessment Report 2006: “…the more successful answers…clearly identified the techniques used and provided close textual evidence to support their arguments…”

5. From the curriculum statement: “The study should emphasise the students’ development of techniques of analysis and their ability to recognise the author’s role in constructing the text. They will compare texts to increase their understanding of the craft of the author.”

6. Students should/could: Deconstruct text types Deconstruct text types Identify particular features Identify particular features Accumulate a repertoire Accumulate a repertoire Create a ‘text construction piece’ Create a ‘text construction piece’ [“In the style of…”]

7. Assessment Report 2006: “…careful reading of the question/s is imperative in this section of the examination…”

8. Students should: Deconstruct previous exam questions Deconstruct previous exam questionsexamples… (a) What criticisms of reality TV, and those who watch it, are offered by the authors of Text 1 and 3? (b) How do the views offered in Text 2 contrast with those in Texts 1 and 3?

9. Students should: Deconstruct previous exam questions Deconstruct previous exam questions Make sure they understand the task Make sure they understand the task Be aware of the details Be aware of the details Not leap to assumptions Not leap to assumptions (c) Compare the techniques used by the authors of Text 1 and 2 to present their opinions about reality TV

10. Assessment report 2006: “…there were some overlong answers…” Examiners indicate proportions Examiners indicate proportions Cribbing time creates significant disadvantages Cribbing time creates significant disadvantages Critical Reading questions should be done in order Critical Reading questions should be done in order But the Critical Reading does not have to be done last But the Critical Reading does not have to be done last

11. Assessment Report 2006: “…some spend too much time repeating responses…”

12. Assessment Report 2006: “…more successful answers were precise and detailed…” Students should: Demonstrate, not just state Demonstrate, not just state Explore the effect of techniques Explore the effect of techniques Realise that the text is there – so use it! Realise that the text is there – so use it!

13. Assessment Report 2006: “…the more successful students were able to give an overview of the arguments…without relying on stringing together a series of quotations…” Students should: Avoid ‘over-quoting’ Avoid ‘over-quoting’ Answer the question in their own words Answer the question in their own words And then use the text to provide evidence And then use the text to provide evidence