language and forms of texts vary according to the context of composition.the context of composition includes such elements as the purpose of the text, its intended audience, its mode and its medium.contexts to be considered should include the context of composition and the context of response.Students understand that texts can be responded to and composed differently in different personal, social and cultural contexts. cultural context refers to the context of composition as well as to the context of response.culture, as a way of living, involves beliefs, customs, language and values and is reflected in texts.context includes clearly identifiable elements such as purpose, intended audience and medium as well as more complex and diffuse influences such as culture.their own context affects the way they respond to and compose texts.specific contexts require particular forms and language.Students begin to recognise how context may be expressed in texts. different cultures and times may be associated with specific modes and media.culture is inscribed in texts through choice of language, forms, modes, media and other features of texts.
texts are composed in the context of other texts.they exist in different cultures and subcultures.they need to consider the context of composition as well as the context of response to a text.Students understand that meaning changes with culture, time and technology.
texts may be responded to and composed differently in different contexts. language, forms and features of texts inscribe values and attitudes in their representations of people, information and ideas. context shapes language, forms and features of texts. their perceptions of the world are filtered through their own context. Students understand how the complexity of their own and of other contexts shape composition and response to texts. the very acts of composing and responding are contexts that produce the meanings made*. theoretical perspectives emerge from particular contexts to become paradigms, influencing the possible ways we see the world*. recontextualisation may expose assumptions that have become naturalised. particular contexts privilege certain kinds of response and composition. social, cultural and historical contexts influence style, as do contexts of mode and medium. context creates a dynamic relationship between responder, text and composer. exposure to texts in different contexts extends and deepens their capacity for making meaning. Students understand that context is critical to the variety of meanings that are made through texts. These understandings open students to a range of readings and can make them receptive to different ways of thinking by making clear that not all ways of thinking are like their own. values and attitudes may change over time and cultures. all meaning is contingent upon a range of factors not simply in the text but also outside it, the text/context relationship, and. there can be no single reading of a text,. All we can do is recognise that it is there.īy considering the effects of context (their own, that of the composer and other contexts of response) on making meaning students recognise that Our own knowledge and representation of the world is filtered through our own context, colouring all we see and all we say and do, impossible to escape. However, even when all of these factors are taken into consideration, complete understanding of the effect of context on a text is impossible as we cannot tell where context ends and text begins. Different contexts of the acts of composition and response can have an effect on the meanings and values of similar content. This goes beyond historical and cultural background to a consideration of how the personal, situational, social, literary, cultural, and historical environments of the responder and composer as well as the mode of production pervade a text. To understand context we need to look beyond the text and consider the world in which it was produced and the worlds of its reception. Context and text are in a symbiotic relationship in the production of meaning. Context refers to factors acting upon composers and responders that impinge on meaning.
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