Students level 6

Reading experience

Have broad representations of literary texts from different epochs, styles and cultures.

Interests

Have extensive interests; also in aesthetics, style and the authors’ poetica.

General knowledge

Have versatile historical and cultural knowledge they can use for contextualizing what they read.

Literary knowledge

Can use different perspectives in approaching literature.

Books level 6

Style

Experimental, poetical and metapoetical uses of language.

Character

The book may require to recognize references to classical archetypes and figures. Functions of narrative elements are experimented with.

Action

Action is no longer the main focus of the text and/or it has a symbolical/implicit/more general meaning.

Chronology

Subjective and relative chronology. Different timelines and shifts in time.

Storyline(s)

Meta-narrative sequences.

Perspective

Changing of different perspectives is not transparent.

Meaning

There are Intertextual, meta-narrative, concrete and abstract motifs and even subtle leitmotivs to be found.

Transitions level 5»6

The transitions for this level focus on the following subjects:

  1. Autonomous use of meta-language

Students level 5

Reading experience

Have broad experience with diverse literary works or genres.

Interests

Are open to diversity in themes, characters and in canonical texts and theoretical issues.

General knowledge

Have high standard of general knowledge which allows them to relate to unfamiliar contexts.

Literary knowledge

Have instruments and terminology that make them able to communicate about narrative structures and styles.

Books level 5

Style

Challenging literary language, e.g. due to historical distance.

Character

Characters and relations may be complex, ambiguous and/or unpredictable. Historical context of characters can be complex.

Action

Action is no longer the main focus of the text or it has a symbolical/implicit/more general meaning.

Chronology

Subjective and relative chronology. Different timelines and shifts in time.

Storyline(s)

Many interwoven storylines, asking for the creative participation of the reader to put them together.

Perspective

Changing of different perspectives is not transparent.

Meaning

Implicit, multiple interpretations, several layers of meaning beyond the concrete, diversity of themes and contexts.

Transitions level 4»5

The transitions for this level focus on the following subjects:

  1. Contextualised interpretation
  2. Ambiguity as a feature of text and interpretation

Students level 4

Reading experience

Have some experience with demanding literary texts.

Interests

Are interested in issues that go beyond their own experiences and interests.

General knowledge

Have average general knowledge of the world and society and that allows them a more sustained opinion.

Literary knowledge

Have knowledge of some narrative categories (characters, plot, perspective).

Books level 4

Style

Stylistic diversity; expressive uses of language.

Character

Characters and relations can be more ambivalent and diverse, less apt for identification.

Action

Different rhythms of action: descriptions, reflexions, dialogues, monologues.

Chronology

Several timelines, non-chronological storyline.

Storyline(s)

Several storylines, not explicitly interconnected.

Perspective

Several perspectives are acceptable if they are not too experimental.

Meaning

Texts with a certain degree of ambiguity. Implicitness and ‘gaps’ ask for analysis and reflection.

Transitions level 3»4

The transitions for this level focus on the following subjects:

  1. Analysing the text and compare it to own views
  2. Developing awareness of the functions of literary structures
  3. Valuing literary texts

Students level 3

Reading experience

Have experience with ‘good reads’ of popular and juvenile literature.

Interests

Are interested in exploring the (unfamiliar) worlds presented in the books.

General knowledge

Have some specific interests and they reach higher levels of specialised knowledge.

Literary knowledge

Know some popular authors, also elementary narrative categories (e.g. time, place),

Books level 3

Style

Offers literary language, including figures

Character

More complex, less predictable figures and relations are possible. Identification is important.

Action

Action may be interrupted, and not always explicit. Open endings.

Chronology

Flashbacks or anticipations, time shifts that can be implicit.

Storyline(s)

Several storylines, not always explicitly interconnected.

Perspective

Different perspectives that are not always clearly marked.

Meaning

Different layers of meaning, moving beyond the I/self, towards the other(s).

Transitions level 2»3

The transitions for this level focus on the following subjects:

  1. Broadening student
  2. Modelling text exploration

Students level 2

Reading experience

Have some satisfactory reading experiences.

Interests

Are mainly interested in concrete social problems

General knowledge

Have basic knowledge which is mainly influenced by their own worlds and by school.

Literary knowledge

Are more aware of genres and their own interests.

Books level 2

Style

Simple language. Some basic figures of speech.

Character

Characters and relations are well-developed, with predictable developments.

Action

Engaging/Thrilling plot, suspense, possibly open endings.

Chronology

Time shifts and shifts of perspective are clearly marked.

Storyline(s)

Several storylines clearly interconnected.

Perspective

Different perspectives that are clearly marked.

Meaning

Simple, non-ambiguous ideas

Transitions level 1»2

The transitions for this level focus on the following subjects:

  1. Introducing the world of books
  2. Cultivating student interest in specific topics and issues in fiction

Students level 1

Reading experience

Have fiction experience provided at least by school.

Interests

Are interested in familiar universe of reference, also accept the fantastical world;

General knowledge

Have knowledge related to young teenagers and their own world.

Literary knowledge

Have an elementary genre expectation.

Books level 1

Style

Simple, familiar and vivid language

Character

Few characters, close to the reader’s age and preoccupations. Relations are clearly marked.

Action

Engaging/Thrilling plot, suspense. Closed and rewarding endings

Chronology

Linear, but also sometimes shifts that stimulate suspense.

Storyline(s)

Clear storyline

Perspective

First person narrative or third person narrative.

Meaning

Simple appealing themes for teenagers.

Transitions level »»1

The transitions for this level focus on the following subjects:

  1. Motivating and facilitating
  2. Exploring reading habits and interests