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AS91104 (2.7) Analyse significant connections across texts, supported by
evidence
Contents
Intent of the Standard
What students need to do to meet the standard
What students need to do to meet the standard with Merit
What students need to do to meet the standard with Excellence
Assessment Materials
Issues
Intent of the Standard
This standard requires students to analyse significant connections across texts. This
assesses students ability to "read broadly", developing their understanding through the
analysis of common links across texts.
What students need to do to meet the standard
Study four texts (at least one text must be chosen by the student).
Identify a connection/s shared by the texts they have read. This can be any of:
idea, theme, purpose or audience, language features or structures. Students can
have one connection, generally a broad umbrella heading, which is differentiated
as this connection is analysed and interpreted across the various texts, or they can
identify, analyse and interpret more than one connection from the outset.
Follow a structure where they analyse the texts, recognising and interpreting the
connection by selecting significant specific details as supporting evidence. Evidence
can be direct quotations and/or references. The selected evidence must be linked to
the connection addressed and/or to the other texts that share the connection.
What students need to do to meet the standard with
Merit
Students must convincingly analyse significant connections across texts. This means that
students must develop reasoned and clear interpretations of connections across texts.
What students need to do to meet the standard with Excellence
Students must perceptively analyse significant connections across texts. This means that
students must develop interpretations of connections across texts, which, in addition to
being reasoned and clear, are insightful and/or original.
Assessment Materials
Texts may be written, visual or oral, or any combination of these forms. This
means they can do four films if they so choose.
Overall, texts should be at Level 7 of the curriculum. A text below the appropriate
curriculum level could sometimes be included to help students develop their
understanding.
The mode in which students present their understandings of connections could be
assessed against other standards such as writing, oral presentation and visual text
standards.
Examples of connectioNs are shown in the NZQA English annotated exemplars. They
also provide explanations of requirements at each of the grade boundaries.
Issues
Although teachers may have chosen texts with some similarities, students must select
their own connection.