Stage 5 reading - Author bias and perspective

Learning focus

Students will learn

Syllabus outcome

  • 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

Understanding texts

  • 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); analyses the social, moral and ethical positions taken in texts

NAPLAN item descriptors

The relevant NAPLAN item descriptors are included in the resource, available for download on this page.

Task outline

Full task descriptions are included in the resource, available for download on this page.

Task 1: Purpose and audience analysis

Students compose a pitch to sell a product to specific audience profiles (four activities).

Task 2: Tone

Students analyse text excerpts for tone (five activities)

Task 3: Voice

Students focus on stylistic features that are unique to an author’s voice (three activities).

Task 4: Mood

Students explore how moods can be represented in texts (six activities).

Task 5: Theme

Students identify use evidence from texts to determine theme (two activities).

Task 6: Identifying bias

Students identify bias in texts (six activities).

Task 7: Assumption

Students investigate assumptions that cartoonists make about their readers (two activities).

Task 8: Author perspective

Students determine author perspective by recognising tone, mood, theme, bias and assumptions (two activities)

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