Interpretive Texts
Interpretive Texts
The Senior Secondary Australian Curriculum English glossary definesinterpretive texts as: Texts whose primary purpose is to explain and interpret personalities, events, ideas, representations or concepts, e.g. biography, media feature articles, documentary film and other non-fiction texts. There is a focus on interpretive rather than informative texts in the senior years of schooling.
The Oxford Dictionarydefines ‘an interpretation – to explain the meaning of a textor a stylistic representation of acreative work so as to bring out the meaning or to indicate one’s particular conception of it’.
‘To interpret a text is to offer an explanation of what it means.
An interpretation;
- draws together the different elements of a text to give a sense of the work as a whole
- Must always be supported by close reference to, and analysis of, the text itself
- Is coherent – it applies equally well to every part of the text, and it does not contradict its self.’
(Beardwood80)
Point of view
Both first-person, subjective point of view and third person can be used in an interpretive response. An interpretive response is still an analysis supported by evidence, but it makes more central the role of the interpreter in assembling the argument through interpretation (rather than more ‘empirical’ presentation and analysis of data as in a science project).
‘Important elements of an interpretation
There are several important elements of any interpretation which assist in defining the ‘form’ or ‘genre’ of literary criticism, which combines aspects of a purely personal response to a text which characteristics of an objective statement of fact. These concern:
- Responding to the text’s view point
- Recognising that different interpretations are possible
- Understanding that not every interpretation is valid
- Justifying personal interpretations’(Beardwood 81)
Interpretive Responses
Composition of an interpretive response requires:
- an understanding of the text through a relevant a plausible interpretation
- examination of differing literary interpretations and perspectives of the text
- an understanding of the context, views and values suggested in the text
- analysis of how key passages of the text contribute to an interpretation
- analysis of text features and how they contribute to an interpretation
- analysis and close reading of textual details to support a coherent and detailed interpretation of the text.
Analysis in this context explains:
- the author’s use of language, point of view/ perspective, imagery
- ideas, views and values
- why something is happening in terms of the narrative structure, characterisation, text’s wider concerns and its underlying meaning
- close analysis/reading concerns examining fine textual detail: effects and nuances of language, punctuation, structure, significance of key passages, connections/relationships between content and structure, voice and perspective and the text and its context.
Seminar presentation- oral presentation
A seminar presentation comprises an oral presentation on a set topic or inquiry.One (or more) students present views on a topic based on their readings or research. After presentation and consideration of the content presented or questions raised, theclassis then invited to join discussion of the topic.
A seminar presentation can involve:
- reading background material
- preparing and delivering an oral presentation
- leading a group discussion
- preparing handouts and visual aids
- preparing relevant and thought-provoking questions
- submitting a written assignment based on the presentation topic.
Works Cited
Beardwood, Robert. Literature for Senior Students. Victoria: Insight Publications, 2010. Print
‘English Glossary.’ Australian Curriculum, Assessment and Reporting Authority [ACARA]. Foundation to year 10curriculum, 2014. Web. 2 Feb 2017