The Barrett Taxonomy of Cognitive and Affective Dimensions of Reading Comprehension In reading methods courses, textbook manuals, and

lists of behavioural objectives, three kinds of questions are usually mentioned: 1) Literal 2) Inferential ) !ssimilative "hich includes critical questioning for factual material and creative questions for stories, #oems, #lays, etc$$$ %he reading manuals are usually very hel#ful to the teacher in guiding questioning, but the other subject areas rarely have manuals "ith such ex#licit hel#$ %eachers often try to use the literal, inferential, and assimilative categories in the content areas, but find there is need for clarification or exam#les of the categories$ %he &arrett %axonomy '(lymer, 1)*+), designed originally to assist classroom teachers in develo#ing com#rehension questions and , or test questions for reading, is es#ecially useful for classroom questioning in other content areas as "ell$ %he first t"o categories, literal com#rehension and reorgani-ation, deal "ith the facts as #resented orally or in the books the students have read, and thus result in closed questions that have a single correct res#onse$ ! #ossible exce#tion is .ynthesi-ing '2$/) if the combination of facts #resented leads to a totally ne" idea$ 0nder those conditions, the student has creatively added his or her uniqueness to the #resented information$ 1o"ever, in classroom learning, synthesis is most often the #utting together of facts to reach a generali-ation or conce#t or definition$ %he remaining categories "ill al"ays involve the students o"n background of ex#erience$ !s a result, it is #ossible to have as many different, but correct, res#onses as there are students #resent, since each brings to school a different background of home, family, friends, and learnings$ %hese categories therefore lead to the develo#ment of o#en2ended questions$

!lthough the classroom teacher "ho focuses on these higher questions has to allo" more time for the varied res#onses, the degree of learning that can be evaluated is at least as great, and often greater, since adequate res#onse to questions at these levels must incor#orate the information that could have been gathered by fact3 questions$ %herefore, as much or more can be gained for teacher and for students from a lesson "ith only a fe" higher level questions and the varied res#onses, since all the facts3 are checked "hile the students get #ractice in using higher cognitive thinking #rocesses$

Quick Reference Outline of the Barrett Taxonomy 1 ! "iteral Comprehension 1$1 4ecognition 1$1$14ecognition of 5etails 1$1$24ecognition of 6ain Ideas 1$1$ 4ecognition of a .equence 1$1$/ 4ecognition of (om#arison 1$1$74ecognition of (ause and 8ffect 4elationshi#s 1$1$* 4ecognition of (haracter %raits 1$2 4ecall 1$2$1 4ecall of 5etails 1$2$2 4ecall of 6ain Ideas 1$2$ 4ecall of a .equence 1$2$/ 4ecall of (om#arison 1$2$7 4ecall of (ause and 8ffect 4elationshi#s 1$2$* 4ecall of (haracter %raits 2 ! Reorgani#ation 2$1 (lassifying 2$2 9utlining 2$ .ummari-ing 2$/ .ynthesi-ing 5etails Ideas .equence (om#arison

$ ! %nferential Comprehension $1 Inferring .u##orting 5etails $2 Inferring 6ain Ideas $ Inferring .equence $/ Inferring (om#arisons $7 Inferring (ause and 8ffect 4elationshi#s $* Inferring (haracter %raits $: ;redicting 9utcomes $+ Inter#reting <igurative Language & ! 'valuation /$1 =udgments of 4eality or <antasy /$2 =udgments of <act or 9#inion /$ =udgments of !dequacy and >alidity /$/ =udgments of !##ro#riateness /$7 =udgments of ?orth, 5esirability and !cce#tability ( ! Appreciation 7$1 8motional 4es#onse to the (ontent 7$2 Identification "ith (haracters or Incidents 7$ 4eactions to the !uthor@s 0se of Language 7$/ Imagery The Complete Barrett Taxonomy 1 ! "iteral Comprehension Literal com#rehension focuses on ideas and information "hich are ex#licitly stated in the selection$ ;ur#oses for reading and teacher@s questions designed to elicit res#onses at this level may range from sim#le to com#lex$ ! sim#le task in literal com#rehension may be the recognition or recall of a single fact or incident$ ! more com#lex task might be the recognition or recall or a series of facts or the sequencing of incidents in a reading selection$ '9r these tasks may be related to an exercise "hich may itself be considered as a reading selection$) ;ur#oses and questions at this level may have the follo"ing characteristics$

1 1 Recognition 4ecognition requires the student to locate or identify ideas or information ex#licitly stated in the reading selection itself or in exercises "hich use the ex#licit ideas and information #resented in the reading selection$ 4ecognition tasks are: 1$1$1 4ecognition of 5etails %he student is required to locate or identify facts such as the names of characters, the time of the story, or the #lace of the story 'or just about any other kind of ex#licit fact or detail requiring literal com#rehension$) 8A!6;L8. !B5 ;!%%84B.: 1$ Locate the name ofCCCCC 2$ <ind the follo"ing information: date of flight, time in orbit, s#eed of the s#ace craft, and the height reached$ $ ?atch for details as you read$ /$ <ind the story by using the (ontents #ages$ 7$ 4ead and find out: IfCCCCC thinksCCCCC D the time of dayCCCCC *$ !dd each ex#lorer to your chart telling ?ho ?hat, ?here, and ?hen$ '%his exercise even though it involves the recognition of sixteen se#arate details is considered on question$) .kim 'or read) for locations, names, or dates$ 1$1$2 4ecognition of 6ain Ideas %he student is asked to locate or identify an ex#licit statement in or from a selection "hich is a main idea of a #aragra#h or a larger #ortion of the selection$ '!t times caution and real discernment must be utili-ed to distinguish a main idea from a detail$) 8A!6;L8. !B5 ;!%%84B.: 1$ <ind out "hatCCCCC is going to do$ 2$ ?hat ha##ened "hen or duringCCCCCE $ ?hat im#ortant thing did the character find outE /$ ?hat #art did the character #lay inCCCCCE 7$ 0nderline the main ideas in thisCCCCC$

1$1$ 4ecognition of a .equence %he student is required to locate or identify the order of incidents or actions ex#licitly stated in the selection$ 8A!6;L8. !B5 ;!%%84B.: 1$ 4ead to find out: ?hat didCCCCC do firstE 2$ ?hat didCCCCC do nextE $ ?hat didCCCCC do lastE /$&e #re#ared to tell ho" Feraldine changed her "hite dress to red and yello" and "hat ha##ened then$ '%his sentence contains t"o se#arate questions: ho" Feraldine changed her dress requires the recognition of a sequence, Level 1$1 D "hat ha##ened then requires the recognition of a main idea and is classified at level 1$12$ 1$1$/ 4ecognition of (om#arison %he student is requested to locate or identify likenesses and differences in characters, times, and #laces that are ex#licitly stated in the selection 'Levels 1$1/, 1$2/, and $/ involve com#arisons$ .eeing likeness and differences, seeing relationshi#s, and making com#arisons bet"een characters, incidents, and situations are fairly synonymous at these levels$ 1o"ever, "hen a cause and effect relationshi# exists, it shall be classified at the next higher level of the taxonomy #rovided the criteria of some other level are not more nearly met$ %here is a level for cognition of com#arisons, a level for recall of com#arisons, and a level for inferring of com#arisons$ 8xam#les for each of these levels define "hat constitutes a com#arison question$) 8A!6;L8. !B5 ;!%%84B.: 1$ 4ead to find out the differences bet"eenCCCCC andCCCCC $ 2$ Look for ideas "hich conflict "ith each other$ $ !reCCCCC andCCCCC the sameE /$ <ind similesD find meta#hors$ 7$ 4ead to find out ho"CCCCC changed$ 1$1$7 4ecognition of (ause and 8ffect 4elationshi#s

%he student in this instance may be required to locate or identify the ex#licitly stated reasons for certain ha##enings or actions in the selection$ '(ause and effect are not restricted to motivations and interests$ <or exam#le, there are cause and effect relationshi#s "hich are inorganic$) 8A!6;L8. !B5 ;!%%84B.: 1$ <ind out the reasons forCCCCCE 2$ ?hat causedCCCCCE $ ?hat "ere the results ofCCCCCE 'In this exam#le the effect has to be recogni-ed$) /$ <ind the sentence that tells "hyCCCCC did 'or "as)CCCCC $ 7$ ?hat ha##ened to shorten his stay atCCCCCE 1$1$* 4ecognition of (haracter %raits %he student is required to identify or locate ex#licit statements about a character "hich hel# to #oint u# the ty#e of #erson he or she is$ 8A!6;L8. !B5 ;!%%84B.: 1$ 4ead orally the #arts "hich #rove that he "as clever, bold, kind, courageous, and intelligent$ 2$ <ind the "ords and #hrases "hich describe the characters$ '.ome of these "ords and #hrases describe character traits$ 9f course, many descri#tive "ords and #hrases do not #ertain to character traits$) $ <ind agnomens$ 'Bicknames) 1 2 Recall 4ecall requires the student to #roduce from memory ideas and information ex#licitly stated in the reading selection$ 4ecall tasks are: 1$2$1 4ecall of 5etails %he student is asked to #roduce from memory facts such as the names of characters, the time of the story, or the #lace of the story$ '4ecall of almost any ex#licit fact or detail from the selection is included$ ! single detail as "ell

as several details scattered throughout the story are both level 1$21 questions$) 8A!6;L8. !B5 ;!%%84B.: 1$ ?hat hardshi#s "ere enduredE 2$ 1o" much land "as claimedE $ ?ho #aid for his journeyE /$ 9ver "hat kind of land did they travelE '%his question requires recall of details from several #laces in the storyD ho"ever, no sequencing or reorgani-ation is asked for$) 7$ ?rite a list of all the details you can remember$ *$ 4ecite theCCCCC listed$ 1$2$2 4ecall of 6ain Ideas %he student is required to state the main idea of a #aragra#h or a larger #ortion of the selection from memory, "hen the main idea is ex#licitly stated in the selection$ 8A!6;L8. !B5 ;!%%84B.: 1$ ?hat did theCCCCC mean to this "orldE 2$ ?hat im#ortant statement did he makeE $ ?hat uses "ere made ofCCCCCE /$ ?hat kno"ledge "as gained fromCCCCCE 7$ ?hat did he or she doCCCCCE *$ ?hat did he or she sayE '%his question refers to "hat .tanley says "hen he first met Livingston and in this instance constitutes a level 1$22 thought #rocess$) :$ ?hat ha##ened toCCCCCE 1$2$ 4ecall of a .equence %he student is asked to #rovide from memory the order of incidents or actions ex#licitly stated in the selection$ '! sequence "ill be constituted only "hen order of occurrence is s#ecifically required$)

8A!6;L8. !B5 ;!%%84B.: 1$ 5escribe in correct sequenceCCCCC$ 2$ Look at the illustrations and tell the story in sequence$ '%he illustrations aid the recall but are not sufficient$) $ Bumber theseCCCCC in the order in "hich they took #lace in the selection$ /$ 6ake a chart that sho"s theCCCCC throughout the selection$ 7$ %ell in correct orderCCCCC $ *$ ?hat ha##ened on the fourth dayE 1$2$/ 4ecall of (om#arison %he student is requited to call u# from memory the likenesses and differences in characters, times, and #laces tat are ex#licitly stated in the selection$ 'Guestions are classified at this level if they ask for likenesses and, or differences$) 8A!6;L8. !B5 ;!%%84B.: 1$ (om#are and contrast one journey "ith another journey as to: climate, terrain, natives, length of time, difficulties and successes$ 2$ 1o" "as thisCCCCC different from othersE $ In "hat "ays "ereCCCCC andCCCCC similarE differentE /$ (om#are and contrast each of the follo"ing #airs: '8ach #air constitutes a question$) 7$ (om#are the si-e ofCCCCC andCCCCC$ 1$2$7 4ecall of (ause and 8ffect 4elationshi#s %he student is requested to #roduce from memory ex#licitly stated reasons for certain ha##enings or action in the selection$ 8A!6;L8. !B5 ;!%%84B.: 1$ ?hy didCCCCC doCCCCCE 2$ ?hy "asCCCCC so determined toCCCCCE $ ?hat "as the #ur#ose ofCCCCCE /$ ?hat causedCCCCCE 7$ ?hy didCCCCC decide toCCCCCE

*$ 1o" didCCCCC accom#lishCCCCCE '%his action in such instances causes an effect$) :$ ?hat "as the reaction ofCCCCC toCCCCCE 1$2$* 4ecall of (haracter %raits %he student is asked to call u# from memory ex#licit statements about characters "hich illustrate the ty#e of #ersons they are$ 8A!6;L8. !B5 ;!%%84B.: 1$ ?hy are they "ell suited toCCCCCE 2$ 1o" did .tanley feelE '%he story states that .tanley felt shy$) $ 1o" had he sho"n he "asCCCCCE /$ ?hat "asCCCCC likeE 7$ .ummari-e her attitude to"ard life$ 'In s#ite of the use of the "ord summari-e, this question actually calls for no more than the recall of an ex#licit statement$ 2 ! Reorgani#ation 4eorgani-ation requires the student to analy-e, synthesi-e, and, or organi-e ideas or information ex#licitly stated in the selection$ %o #roduce the desired thought #roduct, the reader may utili-e the statements of the author verbatim or he or she may #ara#hrase or translate the author@s statements$ 4eorgani-ation tasks are: 2 1 Classifying In this instance the student is required to #lace #eo#le, things, #laces, and , or events into categories$ '?hen #u#ils are asked to recogni-e or recall certain kinds of details, relationshi#s, or traits, they are in effect classifying, but at a lo"er level of the taxonomy$ %he key to this level is that things must be sorted into a category or a class$) 8A!6;L8. !B5 ;!%%84B.: 4ead each #hrase belo"$ 5oes it tell you "ho, "hat, "hen, ho", or "hereE 1$ .ank here$ '! #hrase taken from a selection)

2$ ?hich of the follo"ing areCCCCCE $ ;lace the follo"ing under the #ro#er heading$ /$ (lassify the follo"ing according toCCCCC$ 7$ ?hich of the follo"ingCCCCC does not belong$ '?here based u#on the selection and not merely a matter of "ord meaning$ (are also has to be exercised in such cases to make sure the inferring of a com#arison, level is not necessitated$) 2 2 Outlining %he student is requested to organi-e the selection in outline form using direct statements or #ara#hrased statements from the selection$ 8A!6;L8. !B5 ;!%%84B.: 1$ 9rgani-e the facts into main heads and subheads to form an outline$ 2$ (om#lete the follo"ing outline$ $ 5ivide the story intoCCCCC #arts$ 2 $ )ummari#ing %he student is asked to condense the selection using direct or #ara#hrased statements from the selection$ '%his level is inter#reted as also being a##licable "hen less than the entire selection is condensed$) 8A!6;L8. !B5 ;!%%84B.: 1$ ?hat has ha##ened u# to this #ointE 2$ %ell the story in your o"n "ords$ 2 & )ynthesi#ing In this instance, the student is requested to consolidate ex#licit ideas or information from more than one source$ '%he #u#il is required to #ut together information from more than one #lace$ 6ore is required than just a collecting of information for this information must become fused so that information from more than one source #rovides a single ans"er to a question$ ?hile the taxonomy refers to a single selection, quite often in order to ans"er a question, information obtained from a #revious selection or selections must $/

be utili-ed$ %he intent of the taxonomy, des#ite its restrictive reference to the selection, is not only the reading com#rehension questions from revie" units, lessons, and exercise, but also many other reading com#rehension questions$) 8A!6;L8. !B5 ;!%%84B.: 1$ 1o" long did the entireCCCCC lastE 2$ <ill in your time line$ $ ?hat "as the s#eed of theCCCCCE /$ 5idCCCCChave enoughCCCCCE 7$ (om#uteCCCCC$ *$ 1o" many times didCCCCC take #laceE :$ 9n "hat day didCCCCC ha##enE +$ <igure outCCCCC$ $ ! %nferential Comprehension Inferential com#rehension is demonstrated by the student "hen he or she uses the ideas and information ex#licitly stated in the selection, his or her intuition, and his or her #ersonal ex#erience as a basis for conjectures and hy#otheses$ Inferences dra"n by the student may be either convergent or divergent in nature and the student may be asked to verbali-e the rationale underlying his or her inferences$ In general, then, inferential com#rehension is stimulated by #ur#oses for reading and teachers questions "hich demand thinking and imagination that go beyond the #rinted #age$ ';ersonal ex#erience is inter#reted to include formal learning ex#eriences, as "ell as those things "hich the reader has #ersonally ex#erienced in a first hand situation$ ;rior kno"ledge, regardless of "here this kno"ledge came from, is an integral #art of inference$ %he crucial factor distinguishing inference questions from recognition and recall questions is that their ans"ers are not ex#licitly stated but must be inferred$) $ 1 %nferring )upporting Details In this instance, the student is asked to conjecture about additional facts the author might have included in the selection "hich "ould have made it more

informative, interesting, or a##ealing$ '?hether or not additional details are indeed more informative, interesting, or a##ealing3 is largely subjective$ If the inferring of a detail is required, the question is to be #laced at this level$) 8A!6;L8. !B5 ;!%%84B.: 1$ 5id he reali-eCCCCCE 2$ ?as the discovery #lanned or accidentalE '%he classification of this question at this level is another exam#le of making a debatable decision in favour of the higher category$ %he statement in the text says, H1e sailed "est to"ard Freenland, but because of bad storms he "ent off course and came instead u#on an unkno"n land$3) $ 1o" did she converse "ith the nativesE /$ ?hat "as the "eather likeE 7$ 5o you thinkCCCCCE *$ 5idCCCCCbelieveE '.uch a question may go beyond inference and require level 7$2, Identification$) $ 2 %nferring *ain %deas %he student is required to #rovide the main idea, general significance, theme, or moral "hich is not ex#licitly stated in the selection$ '.uch questions may #ertain to #art of a selection$) 8A!6;L8. !B5 ;!%%84B.: 1$ ?hat is the main idea of thisCCCCCE 2$ 5iscuss the significance ofCCCCCE $ 4ead these short "orkbook selections and then select or "rite the best title for each$ '%his question goes beyond synthesis and requires inference$) /$ ?hat is the #oem or story sayingE 7$ !ns"er this riddle$ '?here more than mere "ord meaning is required$) *$ 4ead these #aragra#hs and then "rite or select the main idea of each$ :$ ?rite a sentence summari-ing the main idea of CCCCC $

$ $ %nferring )e+uence %he student, in this case, may be requested to conjecture as to "hat action or incident might have taken #lace bet"een t"o ex#licitly stated actions or incidents, or he or she may be asked to hy#othesi-e about "hat "ould ha##en next if the selection had not ended as it did but had been extended$ 8A!6;L8. !B5 ;!%%84B.: 1$ 6any days fromCCCCC throughCCCCC are omitted in her re#ort$ .uggest the events that ha##ened in those days$ 2$ ?hat "ill ha##en nextE $ ?hat ha##ened bet"eenCCCCC andCCCCCE /$ ;lace theseCCCCC in logical order$ $ & %nferring Comparisons %he student is requited to infer likenesses and differences in characters, times, #laces, things, or ideas$ .uch inferential com#arisons revolve around ideas such as: here and there, then and no", he and she, and she and she$ 8A!6;L8. !B5 ;!%%84B.: 1$ (om#are: effectiveness and value to future ex#lorers$ 2$ (om#areCCCCC as to com#leteness and im#ortance or detail$ $ 1o" doesCCCCC resembleCCCCCE /$ (om#areCCCCC "ithCCCCC$ 7$ !reCCCCC andCCCCC relatedE (om#lete the follo"ing similes or meta#hors$ 'If based on ideas in the selection$) $ ( %nferring Cause and 'ffect Relationships %he student is required to hy#othesi-e about the motivations of characters and their interactions "ith time and #lace$ 1e or she may also be required to conjecture s to "hat caused the author to include certain ideas, "ords, characteri-ations, and action in his or her "riting$ '?hy and &ecause are often clues to this category$)

8A!6;L8. !B5 ;!%%84B.: 1$ ?hy did 6arco ;olo say, %ake this book and cause it to be read to youE '%he ans"er requires inferring "hy #eo#le "ould have to have the book read to them$) 2$ ?hy "as it necessary toCCCCCE $ ?hy "ouldCCCCCE /$ 1o" didCCCCC kno"CCCCCE 7$ ?hy did theyCCCCCE *$ ?hy did the author includeCCCCCE :$ ?hat is the result ofCCCCCE +$ ?hat might have ha##ened ifCCCCCE )$ ?hat makes thisCCCCC aCCCCCE 1I$ ?hat makes you thinkCCCCCE 11$ 5idCCCCC becauseCCCCCE 12$ 1o" couldCCCCCE 1 $ ?hy is it hel#ful to have aCCCCCE $ , %nferring Character Traits In his case, the student is asked to hy#othesi-e about the nature of characters on the basis of ex#licit clues #resented in the selection$ 8A!6;L8. !B5 ;!%%84B.: 1$ List their character traits$ 2$ ?hat didCCCCC #rove about their attitudes to"ardCCCCC E $ ?hat doesCCCCC tell us about herE /$ IsCCCCC very "iseE 7$ ?hat kind of #erson isCCCCC E *$ ?hat "ords "ill describeCCCCC E :$ ?hat "asCCCCC is attitude aboutCCCCC E $ - .redicting Outcomes %he student is requested to read an initial #ortion of a selection and on the basis of this reading he or she is required to conjecture about the outcome of the selection$ '!n initial #ortion of a selection may be no more than the title$)

8A!6;L8. !B5 ;!%%84B.: 1$ 5o you thinkCCCCC "illCCCCCE 2$ ?hat do you think "ill ha##enE $ ?ill he hel# themE /$ .omeone may #redictCCCCCE 7$ 4eadCCCCC and guess "hat "ill ha##en$ $ / %nterpreting 0igurative "anguage %he student, in this instance, is asked to infer literal meanings from the author@s figurative use of language$ 8A!6;L8. !B5 ;!%%84B.: 1$ ?hat is meant by the #hrase, continue unrolling the ma#E 2$ Inter#ret the follo"ing figurative ex#ressions: $$$ & ! 'valuation ;ur#oses for reading and teacher@s questions, in this instance, require res#onses by the student "hich indicate that he or she has made an evaluative judgment by com#aring ideas #resented in the selection "ith external criteria #rovided by the teacher, other authorities, or other "ritten sources, or "ith internal criteria #rovided by the reader@s ex#eriences, kno"ledge, or values$ In essence evaluation deals "ith judgment and focuses on qualities of accuracy, acce#tability, desirability, "orth, or #robability of occurrence$ '8valuative judgment is the key to this category$) 8valuative thinking may be demonstrated by asking the student to make the follo"ing judgments$ & 1 1udgments of Reality or 0antasy (ould this really ha##enE .uch a question calls for a judgment by the reader based on his or her ex#erience$ 8A!6;L8. !B5 ;!%%84B.: 1$ IsCCCCC imaginaryE 2$ 1o" many unreal things can you findE

$ 5idCCCCC really ha##ensE /$ IsCCCCC fact or fictionE 7$ IsCCCCC #ossibleE & 2 1udgments of 0act or Opinion 5oes the author #rovide adequate su##ort for his or her conclusionsE Is the author attem#ting to s"ay your thinkingE Guestions of this ty#e require the student to analy-e and evaluate the "riting on the basis of the kno"ledge he or she has on the subject as "ell as to analy-e and evaluate the intent of the author$ 8A!6;L8. !B5 ;!%%84B.: 1$ 5o you thinkCCCCC had anything to do "ithCCCCC E 2$ ?hichCCCCC seems to be correctE $ ?hat strange ideas didCCCCC haveE /$ ?hichCCCCC is factE 9#inionE 7$ &ased on the facts that are given, doesCCCCC seem reasonableE & $ 1udgments of Ade+uacy and 2alidity Is the information #resented here in kee#ing "ith "hat you have read n the subject in other sourcesE Guestions of this nature call for the reader to com#are "ritten sources of information "ith an eye to"ard agreement and disagreement and com#leteness and incom#leteness$ 8A!6;L8. !B5 ;!%%84B.: 1$ 5idCCCCC ever actuallyCCCCC E 2$ (ontinue to check onCCCCC $ $ ?hy "asCCCCC trueE Bot trueE /$ Is adequate information given aboutCCCCC E 7$ IsCCCCC reallyCCCCCE *$ ?hich ideas are still acce#ted and "hich ones are no longer believedE :$ Label eachCCCCC true or false$ +$ <ind #roof from other sources thatCCCCCE

& & 1udgments of Appropriateness ?hat #art of the story best describes the main characterE .uch a question requires the reader to make a judgment about the relative adequacy of different #arts of the selection to ans"er the question$ 'It is believed that this level should not be limited to the main character, nor should it be limited to just narrative text$ 9ne can judge the a##ro#riateness of text su##ort to #rove a subject or to#ic$) & ( 1udgments of 3orth4 Desira5ility and Accepta5ility ?as the character right or "rong in "hat he or she didE ?as his or her behavior good or badE Guestions of this nature call for judgments based on the reader@s moral code or his or her value system$ %he same holds true for judging the moral character of a #olitical, social, or economic #olicy in informational or ex#ository text as "ell as evaluating an author@s #ro#osal$ 8A!6;L8. !B5 ;!%%84B.: 1$ 5o you like this characterE 2$ 1o" do you feel about this characterE $ IsCCCCC the right thing to doE /$ IsCCCCC acting fairlyE 7$ ?hy "as it "rong forCCCCC toCCCCCE *$ ?hat do you think ofCCCCC is attitudeE :$ Is a high degree ofCCCCC a good quality to haveE ( ! Appreciation !##reciation involves all the #reviously cited cognitive dimensions of reading, for it deals "ith the #sychological and aesthetic im#act of the selection on the reader$ !##reciation calls for the student to be emotionally and aesthetically sensitive to the "ork and to have a reaction to the "orth of its #sychological and artistic elements$ !##reciation includes both the kno"ledge of and the emotional res#onse to literary techniques, forms, styles, and structures$

( 1 'motional Response to the Content %he student is required to verbali-e his or her feelings about the selection in terms if interest, excitement, boredom, fear, hate, amusement, etc$ It is concerned "ith the emotional im#act of the total "ork on the reader$ '%he emotional im#act of the total "ork on the reader is not considered necessary$) 8A!6;L8. !B5 ;!%%84B.: 1$ !re you sur#risedE 2$ ?hy did you like or dislike this selectionE $ ?as this selection interestingE <unnyE /$ ?hat #art of the story did you find most excitingE 7$ .elect your favourite story or #assage$ *$ Guestions requiring the #u#il to res#ond to the #lot$ :$ 5id the story have a ha##y endingE +$ ?hichCCCCC did you enjoy the mostE ( 2 %dentification 6ith Characters or %ncidents %eachers@ questions of this nature "ill elicit res#onses from the reader "hich demonstrate his or her sensitivity to, sym#athy for, and em#athy "ith characters, ha##enings, and ideas #ortrayed by the author$ 8A!6;L8. !B5 ;!%%84B.: 1$ ?hat "ords "ill describe the feelings ofCCCCCE 2$ 1o" did they feel "henCCCCCE $ ?illCCCCC be difficult forCCCCC E '%his goes beyond level $:, #rediction$) /$ ?ould youCCCCCE 7$ 8ncourage #u#ils to identify "ithCCCCC$ *$ 5o you think he "ill follo" the adviceE :$ 5id she act recklesslyE '%his "ould be an exam#le of level /$7, exce#t that in order to make a decision as to "hether or not she acted recklessly, the situation must be identified "ith$)

+$ ?rite your o"n ending to this story$ 'It is believed that this question goes beyond inferring of a sequence and the making of a #rediction and falls at level 7$2$) )$ 5evise a conversation bet"eenCCCCC andCCCCC$ 1I$ ?hat "ould you do if you "ereCCCCCE 11$ ?hat isCCCCC thinkingE 12$ 1o" "ould you have felt if you "ereCCCCCE 1 $ 1o" didCCCCC talk "henCCCCCE 1/$ 4elateCCCCC to you o"n life$ ( $ Reactions to the Author7s 8se of "anguage In this instance the student is required to res#ond to the author@s craftsmanshi# in terms of the semantic dimension of the selection, namely, connotations and denotations of "ords$ 'Level 7$ #ertains essentially to the a##reciation of the author@s skill and craftsmanshi# in selecting and using "ords$ .uch a##reciation is de#endent u#on the denotation and connotations of "ords$ 8motions are inherent in a##reciation$) 8A!6;L8. !B5 ;!%%84B.: 1$ Guestions requiring recognition or discussion of qualifiers$ 2$ ?hy isCCCCC a good termE $ 5emonstrate ho"CCCCC s voice sounded "hen he s#okeCCCCC $ /$ ?hat #ersonifications, allegory, #uns, mala#ro#isms did the author useE 7$ ?hat loaded language "as usedE #ro#agandaE understatementsE exaggerationsE 8motion2laden "ordsE *$ 1o" did the author ex#ress the idea ofCCCCC E :$ In "hat "ay is the "ordCCCCC used in the selectionE ( & %magery In this instance, the reader is required to verbali-e his or her feelings "ith regard to the author@s artistic ability to #ain "ord #ictures "hich cause the reader to visuali-e, smell, taste, hear, or feel$

8A!6;L8. !B5 ;!%%84B.: 1$ ;icture may be dra"n to illustrate the different #hases of the antelo#e hunt$ '%his "as classified at level 7$/ "hich "ould be #erfectly congruent if &arrett had used the "ord ex#ress instead of verbali-e$) 2$ &ased u#on the selection dra" a #icture or make a design$ '(aution must be exercised in determining that such questions do require a##reciation of the author@s artistic ability to create imagery and not just understanding of "ord or sentence meaning$) $ 4ead rhythmically and ex#ressively$ 'Includes choral reading$) /$ 5ramati-e the story$ 7$ 4ead the #art the "ay the character might have talked$ '%his question goes beyond identifying as s#elled out at level 7$2 and requires level 7$/$) *$ <ind the #hrase "hich hel#s you build a mental #icture ofCCCCC$ :$ In a mind@s2eye #icture, ho" did theCCCCC lookE +$ 4e2enacts theCCCCC scene$ )$ 1o" doesCCCCC make you feelE 1I$ %ake the role ofCCCCC$ '%his goes beyond identification) 11$ Guestions requiring a##reciation of dialogue may require utili-ation of this level$ 12$ ?hatCCCCC has the author createdE 1 $ 1o" did the author cause you toCCCCCE