Stage 5 reading - Author bias and perspective
Students will have opportunities to analyse author perspective and bias and how these are constructed in texts.
- EN5-2A: effectively uses and critically assesses a wide range of processes, skills, strategies and knowledge for responding to and composing a wide range of texts in different media and technologies
- EN5-5C: thinks imaginatively, creatively, interpretively and critically about information and increasingly complex ideas and arguments to respond to and compose texts in a range of contexts
- EN5-6C: investigates the relationships between and among texts
- EN5-8D: questions, challenges and evaluates cultural assumptions in texts and their effects on meaning.
National Literacy Learning Progression
- UnT9: identifies how authors create a sense of playfulness (pun, alliteration) (comprehension); justifies an opinion or response by citing evidence from a text (comprehension); identifies language used to create tone or atmosphere (vocabulary)
- UnT10: analyses the author’s perspectives in moderately complex or some sophisticated texts (comprehension); analyses the techniques authors use to position readers (comprehension); recognises when ideas or evidence have been omitted from a text to position the reader (comprehension)
- UnT11: analyses how authors manipulate language features, image and sound for a purpose (to create humour or playfulness); analyses bias in texts; explains assumptions, beliefs and implicit values in texts (economic growth is always desirable) (comprehension); analyses the social, moral and ethical positions taken in texts (comprehension)
NAPLAN item descriptors
The relevant NAPLAN item descriptors are included in the resource, available for download on this page.
Full task descriptions are included in the resource, available for download on this page.
Purpose and audience analysis
Students compose a pitch to sell a product to specific audience profiles.
Students analyse text excerpts for tone.
Students focus on stylistic features that are unique to an author’s voice.
Students explore how moods can be represented in texts.
Students identify use evidence from texts to determine theme.
Students identify bias in texts.
Students investigate assumptions that cartoonists make about their readers.
Students determine author perspective by recognising tone, mood, theme, bias and assumptions.