Responding to Texts

Students respond to a range of texts that instruct, engage, challenge, inform, and connect readers. They consider information, ideas, and perspectives represented in the chosen texts.

Texts for this study will have a direct connection with the chosen context. Students could, for example, be involved in, or be a member of a:

• volunteer organisation
• workplace
• group from a culturally and linguistically diverse background
• social networking community
• school-based special-interest group
• group of students for whom English is a second or additional language.

Teachers choose texts relevant to one or more of these contexts. The reading of these texts clarifies and extends students’ comprehension of the processes, issues, or concerns of individuals or communities.

Students may explore the different points of view presented in a text by analysing content, attitudes, stylistic features, and language features. Students reflect on ways in which texts may be interpreted through identifying the effect of language choice.

Students consider how perspectives are represented in texts to influence specific audiences. For some texts students have an opportunity to identify facts, opinions, supporting evidence, and bias. In addition, students may consider how some points of view are privileged while others are marginalised or silenced.

Students reflect on ways in which community, local, or global issues and ideas are presented in texts; they develop reasoned responses to these issues and ideas. Students develop independent points of view by synthesising information from a range of sources.

In reflecting on, and possibly participating in, discussions and community debates, students have opportunities to develop understanding and appreciation of the diversity of cultures, including Indigenous cultures.