Responding to text

This curriculum statement, following theoretical precedents, uses 'text' to describe any language event, such as a conversation, a poem, or a poster. The term is an economical way of suggesting the similar language skills involved in "reading" a film, interpreting a speech, or responding to an advertisement.

The English curriculum encourages the use of a full range of texts representing a wide variety of language functions. These functions are reflected in the achievement objectives specified between pages 25 and 41.

Learning to enjoy, respond to, and understand a wide range of written, spoken, and visual texts will enlarge students' repertoire of language, and help them with their learning across the school curriculum.

Students should respond to text in a variety of ways. Initial responses may be intuitive and personal. Students will extend their ability to discriminate and to understand text through close reading and through exploring and analysing the effects of words, conventions, structures, techniques, and images. At senior levels, students should be able to evaluate the effects and qualities of different texts.

Students should learn to think critically about language and meaning as they listen, read, view, and respond to texts, and develop the skills of literary criticism.

Students should understand that each text reflects a particular viewpoint and set of values which are shaped by its social or historical context. They should be aware that texts can affect their own understanding. Thinking critically involves students in linking or comparing the text's view of the world with their own.

Literary Texts

Among the wide range of texts included in English programmes, literary texts have an important role at all levels. Responding to literature has always been central to students' encounter with language. Students should read a range of literature, including popular literature, traditional stories, children's literature, and literary texts with established critical reputations. The English curriculum affirms the importance of literature for literacy development, for imaginative development, and for developing personal, social, cultural, historical, and national awareness and identity.

Programmes at all levels should encourage enjoyment, breadth, and variety of reading in different literary genres, such as drama, fiction, and poetry. Programmes should also include close and careful reading of literary texts and the development of the skills of literary criticism. These skills are developed from the earliest years of schooling.

Teachers must ensure that there is a balance between the reading and study of local literature and the wider heritage of English literature and world literature in English. New Zealand writing should be given a significant place in English programmes. New Zealand's cultural identity and its literature are in some important respects distinctive. The heritage and contemporary voices of Māori are major sources of this distinctiveness. Pacific voices also contribute to New Zealand's linguistic and cultural identity.

Students' future reading needs will be vocational, recreational, personal, and informational. While a focus on literary criticism will be appropriate for many in the senior secondary school, all students should extend their experience of reading into many forms and genres. New Zealand's international standing as a nation of readers is affirmed and supported by this curriculum statement.