Text Purpose Meaning

Engaging in Reading/Viewing Resource: Reading Between the Lines

Product/Image
Audience
Context
(What product, service or image is being portrayed?)
(How
(Whodoes
is itsthe
intended
media product
audiencefitand
in with
howsurrounding
do you knowmedia?)
this?)

Words Intended Message

Visuals/Sound
hat Effects
words are used in the message?) (What is the message’s surface meaning? What does it say it wants it aud
(What visuals are included?) Extended Message
(What inferences are contained in the message? What are its implied m

Based on Think Literacy: Media, Grades 7 – 10. Queen’s Printer for Ontario, 2005. 10.
 Hook (An element in a media product designed to capture the audience’s attention):
Two Connections
Unexpected (How does
(What information this media
surprises you?product relate
How does to your
its use ownsurprise
of form experiences?
you?) How does
this product relate to other media products you have read or viewed?):

nd Sketch (Create a sketch of an image that came to mind when you read or viewed the media product):
Engaging in Reading/Viewing Resource: Diagnostic Checklist

Instructions: Once you have completed the Engaging in Reading/Viewing Resource you will use
the checklist below to review your final product. A peer and the teacher will also use the Diagnostic
Checklist to assist you in developing your analysis skills. Please provide the media product you
used and your completed Engaging in Reading/Viewing Resource to your peer reviewer and then
upload each of these items to your teacher. To indicate that the required elements have been
completed and that the analysis is accurate and insightful please place a checkmark in the right-
hand column using the following key: S = Student
P = Peer Editor
T = Teacher

Your Name: _________________________ Peer Editor’s Name: ________________________

Ad Analysis Elements S P T
1. All text boxes completed
2. Assignment’s directions followed
3. Key message(s) accurately identified
4. Understanding of directly stated information demonstrated
5. Connections made between the media product and student’s own life and experiences
6. Connections made between chosen media product and similar ones
7. Demonstrated an understanding of information provided through inferences
8. Relationship between media product’s design and its audience understood
9. Understanding demonstrated of chosen media product and context (surrounding media)
10. Identified the elements contained in their chosen media product accurately
11. Understanding of how elements were combined for meaning and effect
12. Hook accurately identified
13. Potential influence of media product understood
14. Overall analysis was accurate, mature and of sufficient depth
15. Evidence of creative thinking skills shown
16. Spelling and grammar errors did not impair understanding
Anecdotal Comments
My Comments Peer’s Comments Teacher’s Comments