RAF6 – identify and comment on writers’ purposes and viewpoints, and the overall effect of the text on the reader
3 – In most reading
- comments identify main purpose, e.g. ‘the writer doesn’t like violence’
- express personal response but with little awareness of writer’s viewpoint or effect on reader, e.g. ‘she was just horrible like my nan is sometimes’
4 – Across a range of reading
- main purpose identified, e.g. ‘it’s all about why going to the dentist is important and how you should look after your teeth’
- simple comments show some awareness of writer’s viewpoint, e.g. ‘he only tells you good things about the farm and makes the shop sound boring’
- simple comment on overall effect on reader, e.g. ‘the way she describes him as “ratlike” and “shifty” makes you think he’s disgusting’
5 – Across a range of reading
- main purpose clearly identified, often through general overview, e.g. ‘the writer is strongly against war and wants to persuade the reader to agree’
- viewpoint in texts clearly identified, with some, often limited, explanation, e.g. ‘at the end he knows he’s done wrong and makes the snake sound attractive and mysterious’
- general awareness of effect on the reader, with some, often limited, explanation, e.g. ‘you’d be persuaded to sign up because 25p a week doesn’t seem that much to help someone see’
6 – Across a range of reading
- evidence for identifying main purpose precisely located at word/sentence level or traced through a text, e.g. commenting on repetition of ‘Brutus was an honourable man’.
- viewpoint clearly identified and explanation of it developed through close reference to the text, e.g. ‘you know it’s told from Eric’s point of view even though he doesn’t use the first person’
- the effect on the reader clearly identified, with some explicit explanation as to how that effect has been created, e.g. ‘when Macduff just says he has no children you hate Macbeth because you remember the scene in the castle. You realise Macduff’s revenge can never be complete’
7 – Across a range of reading
- responses begin to develop some analytic or evaluative comment on writer’s purpose, e.g. showing how the absence of females in Lord of the Flies affects author’s purpose
- responses begin to develop some analytic or evaluative comment on how viewpoint is established or managed across a text, e.g. tracing how a persona is established in a weekly newspaper column or dramatic monologue, or how a novelist establishes a first person narrator
- responses begin to develop an appreciation of how particular techniques and devices achieve the effects they do, e.g. how the dramatic monologues serve to retain sympathy for Macbeth despite what he has done
The English Planner 