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Close Reading Standards: US12415, US12424, US12431
Sample questions and answers are provided here.
These demonstrate the progression required from NCEA level 1 to NCEA level 3 for close reading of moving images. Although the progressions are similar for all close reading standards, there are some differences in the use of instructional verbs and teachers must check these for each standard.
What is close reading?
See also: |
| Student exemplar 12424 |
Close reading is the ability to read a text or an extract from a text and to be able to deconstruct that text in order to understand it. The 1994 National Curriculum document describes it as:
"Reading to develop detailed understanding, involving the identification of distinctive language features such as vocabulary, imagery, and structure, and how these contribute to meanings, implications, and effects." (p139. English in NZ Curriculum)
The 2007 National Curriculum document says,
"Students learn to deconstruct and critically interrogate texts in order to understand the power of language to enrich and shape their own and others' lives." (p.18 New Zealand Curriculum) The achievement objectives focus on how ideas, language features and structure are used for particular purposes and audiences.
Teachers should be guided by the Special Note found in level 2 close reading unit standards ( US 12419, US 12420, US 12421, US 12422, US 12423 and US 12424) which says: "For assessment, students should read closely and respond to unfamiliar text(s) or unfamiliar extract(s) from a longer text studied in class." Therefore, if students are studying a longer text, it is advisable to select an unfamiliar extract/s to focus upon, so that students can demonstrate the ability to read closely.
Close reading is not recalling information that has been taught about the text. Students should not rely on notes they have made during the study of a text, but be able to comprehend the text or extract independently.
Students do not have to study two complete long texts; two unfamiliar excerpts from the same text are sufficient.
Understanding the instructional verbs used in close reading standards
All examples used are based on a close reading of chapter 14 of the film "Minority Report".
| Term | Clarifications |
|---|---|
| Identify [all levels] | Students should be able to identify the main idea for PC 1.1 at level 1 and shaping techniques for PC 1.4/PC 1.5 (all levels). Students could be provided with a list of techniques, examples of which they then locate for comment; or sections of the text can be highlighted for identification and comment. It is not appropriate for teachers to use both of these practices together. |
| Describe [level 1] | Students are able to make straightforward points about the idea or language technique. An example for PC 1.3 (12415) may look like this: Identify the technique and describe the effect of the technique. Low angle shot (identification) Shot of police helicopter at the opening of the scene. This shows the helicopter landing. The helicopter looks big and powerful as it comes down (description of effect) . This is important as the helicopter contains the police who will be hunting for John and have all the power. |
| Describe [other levels] | Where 'describe' is used beyond level 1, there is an expectation that description will become more detailed and reflect the appropriate level of the curriculum. |
Explain [all levels] |
Students must go into some detail about an idea and/or its significance to demonstrate understanding. They can offer reasons for, or justify their statements. Comments must link to relevant sections of the text. An example for PC 1.2 (12415) may look like this: Q. Explain how watching this extract makes you feel about living in your society. Refer to at least one relevant section of the extract. A. This extract makes me feel glad to be living in my society. Our government is not as controlling as the one in the film. In the extract people have no privacy or freedom. The spiders go through the building hunting for John Anderton without caring who or what they interrupt. They go in to all the rooms, even one with a man on the toilet. Our police need to have a good reason to search houses for people (explanation ). We could end up like the people in the building if the police had a lot of power. |
Analyse [levels 2 and 3] |
Students should go into some of the reasoning behind an idea or effect. They can look at the how/why of the issue, linking their comments to relevant sections of the text. An example for PC 1.2 (12424) may look like this: Q. Analyse how significant the idea of the state's relationship to the individual is to New Zealanders today. Refer to at least one section of the extract to support your points. A. This is significant in New Zealand today. The police do have powers to search homes and find criminals, for example if they suspect someone of murder or terrorism. They do not have the power to invade everybody's privacy, however. They do need to find criminals but not at the expense of everyone's freedom. In the extract the police show little regard for the people in the housing complex, for example even going after children. They send spiders in to search everyone, regardless of what people are doing. This invasion of privacy is outrageous as people have few freedoms. Analysis of techniques requires the student to demonstrate an understanding of how the use of these links to the author's/director's purpose. An example for PC 1.3 (12424) may look like this: Identify the technique and analyse the effect of the technique. The noise we hear as John sinks into the bath. Non-diegetic music or drum beats (identification) The orchestral music is building up in sound becoming louder and more intense as the spiders close in on John, heightening the drama of the situation ( director's purpose ). As John sinks into the bath, the music reverses and goes down reflecting his movement down into the water. The music changes to drum beats. It sounds like a fast heart beat and again builds tension. |
| Critically evaluate [level 3] | Students must make judgements about the text. Their opinion must be supported by analysis to show how this opinion was arrived at. It is usual that an answer will include a comment on the intention of the director/ lighting director/ make-up artist etc and the effect on the viewer. An example for PC 1.5 (12431) may look like this: Q. 3a. What editing technique is used at the end of the scene, when John gets into the bath? 3b. To what extent does this technique build tension? Make reference to at least one relevant section of the extract. |
3a. Rapid cross cutting (identification) |
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B. The use of rapid cutting is used to a great extent (evaluation ) at the end of the scene as it looks as if John is unable to escape the pre-crime police. The shots show what is happening consecutively in the bathroom, out in the hall and in the helicopter. The shots of the police, however, interrupt the flow of the scene in the bathroom so the viewer is waiting longer to find out what will happen (analysis ). This deliberately heightens the excitement and tension for the viewer. At first the cuts are longer but as the scene builds to a climax, the cuts become more rapid, effectively delaying the climax. ( evaluation ) Included in the cross cutting between the police and John is a shot of the timer to heighten the audience's anticipation ( analysis ). It reminds us that time is running out for John and that he could be blinded. The director's intention is to remind the viewer of previous events. Once the identification is made, and the policewoman says it is not John Anderton, the music stops and the tension is broken. The policeman smiles for the first time. |
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Understanding other terminology used in the close reading standards |
|
Main idea |
At level 1 the main idea has to be identified but all other levels require the main idea to be explained or analysed. Identification of the main idea needs to be specific and not a summary of the plot or description of what the text is about. Identifying a theme is useful. Level 3 close reading tasks require two ideas to be explored or two aspects of one main idea. A possible level one question (12415) could be: Identify a main theme in the extract of the film you have watched. You could focus on what life is like for the main characters. Link your answer to an example from the extract. A possible level two question (12424) could be: Explain how the main idea of racism is explored in the extract of the film you have watched. Link your answer to an example from the extract. A possible level three question (12431) could be: 1a. Analyse how the main idea of materialism is explored in the extract of the film you have watched. Link your answer to an example from the extract. 1b. Analyse how materialism links with greed in the extract of the film you have watched. Link your answer to an example from the extract. |
| Significance of main idea [all levels] | This involves the wider context of the idea and students could look beyond the text, for example at links with their own lives or it can focus solely on significance within the text. Students should understand the concepts of: social, historical, cultural, physical, political, or personal contexts . A text set in a different historical, physical, social or cultural context could discuss the 'significance' of a main idea either to life in that time/place/culture, or compare an idea/concept/value with an aspect of life today. Personal can refer either to the character/s in the text and the significance of an important issue/idea in that/those character/s lives, or the issue can be related to the student's own life. |
An example for PC 1.2 (12431) could be: Q. How successful is the film in demonstrating a social class system and why is this significant in the film? Base your answer mainly on the extract but you may refer to other points in the film. A. This extract successfully shows an underclass of people living in poor surroundings and having little happiness in their lives. The married couple is arguing, the family is terrified and their room is small and cramped. In contrast, the people in the shopping mall look affluent and are able to afford many material things in their lives. In the extract, the housing complex is an effective setting for showing the underclass because it is shabby and dirty. The high angle shot of the corridor shows the decay and dilapidation of the environment these people live in. Such details show the extent of the gap between the rich and the poor. (significance is critically evaluated) |
|
Language techniques |
When answering PC 1.3, comments about the effects of techniques must be specific to the context rather than generic answers, or definitions and paraphrases. It is good practice to use a variety of language techniques in the assessment, but a language technique can be repeated. |
A No Credit answer could look like this for PC 1.3 (12424): A. Close up ( identification ) The shot as the policemen pull the spiders out of their belts ( example from extract ). A close up shows how important an object is ( generic answer). |
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A Credit answer could look like this for PC 1.3 (12424): A. Close up ( identification ), The shot as the policemen pull the spiders out of their belts ( example from extract ). This shot emphasizes how significant the spiders are. They are the tools the police use to do their job. They are examples of highly developed technology and are important to catch criminals. They are a tool to frighten and intimidate people ( effect described in context of the film) . |
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Designing an assessment for close reading
The following are general points which apply to all close reading standards when designing an assessment:
- Texts used for close reading assessments should have the depth required for the level. Level 1 unit standards are at level 6 of the curriculum, level 2 unit standards at level 7 of the curriculum and level 3 unit standards at level 8 of the curriculum.
- It is advisable to use the instructional verbs from the performance criteria in the questions and/or use questions that guide the learner to the level of discussion/analysis required. It is possible to do more than just use the performance criteria as de facto questions.
- For questions which require critical evaluation, such starters as, "How effective..." or "To what extent..." can be used to help students make evaluative comments in their answers.
- Scaffolded questions are useful, but teachers need to be wary of over direction that may jeopardize the validity of the assessment.
For example:
Explain how the camera technique of long shot is used to add a sense of drama to the film. (Here the technique has been identified and the effect is also suggested, 'add a sense of drama').A better question would be:
What camera technique is being used in the shot of John? Explain the effect on the viewer.Refer to the English Online close reading units of work for 12411, 12412, 12419, 12420 and 12427 which have possible tasks for close reading.
- The use of pre-prepared answer sheets or templates can give students a useful indication of the length and level of detail they should present. However, teachers must make sure that the space provided is not too limiting.
- It is helpful to encourage students not to repeat the same material in different questions.
- It is useful for teachers to write an assessment schedule that relates to the text/extract so that it is clear what is being asked of students and what level of answers will meet the criteria.
Sample 'answers' showing how close reading develops from level one, through level two to level three, as applied to the film Minority Report. These 'answers' have been written by a teacher and are not, therefore, 'student evidence'.
Last updated: 31 March 2009