Uri
/services/maps/
Method
user.app.grid
Summary
Generate APP grid for a subject area
Arguments
| Parameter | Data Type | Notes |
| key | alphanumeric | required |
| criteria | alphanumeric | required |
| key | alphanumeric | required |
| rev_code | alphanumeric | required |
| session | alphanumeric | required |
Example response
<?xml version="1.0" encoding="iso-8859-1" ?> <response stat="success"> <criteria title="reading"> <header> <column>AF1 - use a range of strategies, including accurate decoding of text, to read for meaning</column> <column>AF2 - understand, describe, select or retrieve information, events or ideas from texts and use quotation and reference to text</column> <column>AF3 - deduce, infer or interpret information, events or ideas from texts</column> <column>AF4 - identify and comment on the structure and organisation of texts, including grammatical and presentational features at text level</column> <column>AF5 - explain and comment on writers’ use of language, including grammatical and literary features at word and sentence level</column> <column>AF6 - identify and comment on writers’ purposes and viewpoints, and the overall effect of the text on the reader</column> <column>AF7 - relate texts to their social, cultural and historical traditions</column> </header> <mark_schema id="1032" name="Level 8" level="8"> <column title=""> </column> <column title="Across a range of reading"> <ao id="9163" description=" clear critical stance develops a coherent interpretation of text(s), drawing on imaginative insights and well supported by reference and wider textual knowledge" tag="on"/> </column> <column title="Across a range of reading"> <ao id="9164" description=" clear critical stance develops a coherent interpretation of text(s), drawing on imaginative insights and well supported by reference and wider textual knowledge" tag="on"/> </column> <column title="Across a range of reading"> <ao id="9165" description="clear appreciation and understanding of how the text structure and language use support the writer’s purpose and contribute to meaning" tag="on"/> </column> <column title="Across a range of reading"> <ao id="9166" description="clear appreciation and understanding of how the text structure and language use support the writer’s purpose and contribute to meaning" tag="on"/> </column> <column title="Across a range of reading"> <ao id="9167" description=" response to overall effect of the text shows clear understanding and critical evaluation of writer’s purposes and viewpoints and how these are articulated throughout the text" tag="on"/> </column> <column title="Across a range of reading"> <ao id="9168" description="sustained critical analysis/evaluation of the text(s) shows appreciation of how it relates to context(s) and tradition(s) and explores the meanings produced from it" tag="on"/> </column> </mark_schema> <mark_schema id="1033" name="Level 7" level="7"> <column title=""> </column> <column title="Across a range of reading"> <ao id="9169" description=" increasing precision in selection and application of textual reference to the point being made, e.g. close reference at word level to refute an argument in a short stretch of text, or, deft selection across a longer textual stretch to evaluate a writer’s viewpoint " /> <ao id="9170" description="increasing ability to draw on knowledge of other sources to develop or clinch an argument, e.g. referring to sources beyond the text to compare the effectiveness of imagery used" /> </column> <column title="Across a range of reading"> <ao id="9171" description="comments begin to develop an interpretation of the text(s), making connections between insights, teasing out meanings or weighing up evidence, e.g. considering the relative importance of different pieces of evidence when evaluating a character’s actions; rejecting an argument after exploring what is left unsaid by its proponent; developing a critique of a writer’s viewpoint by adducing evidence from a range of insights" /> </column> <column title="Across a range of reading"> <ao id="9172" description="some evaluation of the extent to which structural choices support the writer’s theme or purpose, e.g. exploration of the way a play’s plot and subplot reflect on theme, or analysis of how the use of some inappropriate examples undermine the writer’s argument against vivisection" /> <ao id="9173" description="some appreciation of the skill with which a range of features relating to organisation at text level are used, e.g. evaluating or comparing the effectiveness of timeswitches, section/chapter breaks or verse forms or use of direct speech in non narrative" /> </column> <column title="Across a range of reading"> <ao id="9174" description="some appreciation of how the writer’s language choices contribute to the overall effect on the reader, e.g. demonstrating the greater effectiveness of imagery in poem A than poem B, or arguing that the use of highly emotive language in a campaign leaflet is/is not counterproductive in audience effect" /> <ao id="9175" description=" comments begin to develop precise, perceptive analysis of how language is used, e.g. showing how language use reflects Macbeth’s changing emotional state or explaining how euphemisms conceal brutality in a political statement" /> </column> <column title="Across a range of reading"> <ao id="9176" description="comment on writer’s purpose, e.g. showing how the absence of females in Lord of the Flies affects author’s purpose responses begin to develop some analytic or evaluative responses begin to develop some analytic or evaluative" /> <ao id="9177" description="responses begin to develop an appreciation of how particular techniques and devices achieve the effects they do, e.g. how the dramatic monologues serve to retain sympathy for Macbeth despite what he has done" /> <ao id="9178" description=" responses begin to develop some analytic or evaluative comment on how viewpoint is established or managed across a text, e.g. tracing how a persona is established in a weekly newspaper column or dramatic monologue, or how a novelist establishes a first person narrator" /> </column> <column title="Across a range of reading"> <ao id="9179" description="responses begin to show some analysis of how a text is influenced by earlier texts written within the same tradition, e.g. how some features of a contemporary text show influence of earlier examples of that genre" /> <ao id="9180" description="some analysis of how different meanings and interpretations of a text relate to the contexts in which it was written or read, e.g. how a particular context influences writers in different ways; or how the meaning or interpretation of a text changes according to the context in which it is read" /> </column> </mark_schema> <mark_schema id="1034" name="Level 6" level="6"> <column title=""> </column> <column title="Across a range of reading"> <ao id="9181" description="relevant points clearly identified, including summary and synthesis of information from different sources or different places in the same text" /> <ao id="9182" description="commentary incorporates apt textual reference and quotation to support main ideas or argument" /> </column> <column title="Across a range of reading"> <ao id="9183" description="comments securely based in textual evidence and identify different layers of meaning, with some attempt at detailed exploration of them, e.g. explaining the association of different words in an image, or exploring connotations in a political speech or advertisement" /> <ao id="9184" description="comments consider wider implications or significance of information, events or ideas in the text, e.g. tracing how details contribute to overall meaning" /> </column> <column title="Across a range of reading"> <ao id="9185" description="some detailed exploration of how structural choices support the writer’s theme or purpose, e.g. tracing how main ideas/characters develop over the text as a whole" /> <ao id="9186" description="comment on how a range of features relating to organisation at text level contribute to the effects achieved, e.g. how the writer builds up to an unexpected ending, juxtaposes ideas, changes perspectives or uses everyday examples to illustrate complex ideas" /> </column> <column title="Across a range of reading"> <ao id="9187" description="some detailed explanation, with appropriate terminology, of how language is used, e.g. tracing an image; identifying and commenting on patterns or structure in the use of language; or recognising changes in language use at different points in a text" /> <ao id="9188" description="some drawing together of comments on how the writer’s language choices contribute to the overall effect on the reader, e.g. ‘all the images of flowers make the events seem less horrific and makes it even sadder’" /> </column> <column title="Across a range of reading"> <ao id="9189" description="evidence for identifying main purpose precisely located at word/sentence level or traced through a text, e.g. commenting on repetition of ‘Brutus was an honourable man’." /> <ao id="9190" description="viewpoint clearly identified and explanation of it developed through close reference to the text, e.g. ‘you know it’s told from Eric’s point of view even though he doesn’t use the first person’" /> <ao id="9191" description="the effect on the reader clearly identified, with some explicit explanation as to how that effect has been created, e.g. ‘when Macduff just says he has no children you hate Macbeth because you remember the scene in the castle. You realise Macduff’s revenge can never be complete’" /> </column> <column title="Across a range of reading"> <ao id="9192" description="some exploration of textual conventions or features as used by writers from different periods, e.g. comparing examples of sonnet form, dramatic monologue, or biography or travel writing" /> <ao id="9193" description="some detailed discussion of how the contexts in which texts are written and read affect meaning, e.g. how an idea/topic is treated differently in texts from different times and places or how the meaning of a text has changed over time" /> </column> </mark_schema> <mark_schema id="1035" name="Level 5" level="5"> <column title=""> </column> <column title="Across a range of reading"> <ao id="9194" description="most relevant points clearly identified, including those selected from different places in the text" /> <ao id="9195" description="comments generally supported by relevant textual reference or quotation, even when points made are not always accurate" /> </column> <column title="Across a range of reading"> <ao id="9196" description="comments develop explanation of inferred meanings drawing on evidence across the text, e.g. ‘you know her dad was lying because earlier she saw him take the letter’" /> <ao id="9197" description="comments make inferences and deductions based on textual evidence, e.g. in drawing conclusions about a character’s feelings on the basis of their speech and actions" /> </column> <column title="Across a range of reading"> <ao id="9198" description="comments on structural choices show some general awareness of writer’s craft, e.g. ‘it tells you all things burglars can do to your house and then the last section explains how the alarm protects you’" /> <ao id="9199" description="various features relating to organisation at text level, including form, are clearly identified, with some explanation, e.g. ‘each section starts with a question as if he’s answering the crowd’" /> </column> <column title="Across a range of reading"> <ao id="9200" description="various features of writer’s use of language identified, with some explanation, e.g. ‘when it gets to the climax they speak in short sentences and quickly which makes it more tense’" /> <ao id="9201" description="comments show some awareness of the effect of writer’s language choices, e.g. ‘“inked up” is a good way of describing how the blackberries go a bluey black colour as they ripen’" /> </column> <column title="Across a range of reading"> <ao id="9202" description="main purpose clearly identified, often through general overview, e.g. ‘the writer is strongly against war and wants to persuade the reader to agree’" /> <ao id="9203" description="viewpoint in texts clearly identified, with some, often limited, explanation, e.g. ‘at the end he knows he’s done wrong and makes the snake sound attractive and mysterious’" /> <ao id="9204" description="general awareness of effect on the reader, with some, often limited, explanation, e.g. ‘you’d be persuaded to sign up because 25p a week doesn’t seem that much to help someone see’" /> </column> <column title="Across a range of reading"> <ao id="9205" description="comments identify similarities and differences between texts, or versions, with some explanation, e.g. narrative conventions in traditional tales or stories from different cultures, ballads, newspaper reports" /> <ao id="9206" description="some explanation of how the contexts in which texts are written and read contribute to meaning, e.g. how historical context influenced adverts or war reports from different times/places; or how a novel relates to when/where it was written" /> </column> </mark_schema> <mark_schema id="1036" name="Level 4" level="4"> <column title=""> </column> <column title="Across a range of reading"> <ao id="9207" description="some relevant points identified" /> <ao id="9208" description="comments supported by some generally relevant textual reference or quotation, e.g. reference is made to appropriate section of text but is unselective and lacks focus" /> </column> <column title="Across a range of reading"> <ao id="9209" description="comments make inferences based on evidence from different points in the text, e.g. interpreting a character’s motive from their actions at different points" /> <ao id="9210" description="inferences often correct, but comments are not always rooted securely in the text or repeat narrative or content" /> </column> <column title="Across a range of reading"> <ao id="9211" description="some structural choices identified with simple comment, e.g. ‘he describes the accident first and then goes back to tell you why the child was in the road’" /> <ao id="9212" description="some basic features of organisation at text level identified, e.g. ‘the writer uses bullet points for the main reasons’" /> </column> <column title="Across a range of reading"> <ao id="9213" description="some basic features of writer’s use of language identified, e.g. ‘all the questions make you want to find out what happens next’" /> <ao id="9214" description="simple comments on writer’s choices, e.g. ‘“disgraceful” is a good word to use to show he is upset’" /> </column> <column title="Across a range of reading"> <ao id="9215" description="main purpose identified, e.g. ‘it’s all about why going to the dentist is important and how you should look after your teeth’" /> <ao id="9216" description="simple comments show some awareness of writer’s viewpoint, e.g. ‘he only tells you good things about the farm and makes the shop sound boring’" /> <ao id="9217" description="simple comment on overall effect on reader, e.g. ‘the way she describes him as “ratlike” and “shifty” makes you think he’s disgusting’" /> </column> <column title="Across a range of reading"> <ao id="9218" description="features common to different texts or versions of the same text identified, with simple comment, e.g. characters, settings, presentational features" /> <ao id="9219" description="simple comment on the effect that the reader’s or writer’s context has on the meaning of texts e.g. historical context, place, social relationships" /> </column> </mark_schema> <mark_schema id="1037" name="Level 3" level="3"> <column title="In most reading"> <ao id="9220" description="range of strategies used mostly effectively to read with fluency, understanding and expression" /> </column> <column title="In most reading"> <ao id="9221" description="simple, most obvious points identified though there may also be some misunderstanding, e.g. about information from different places in the text" /> <ao id="9222" description="some comments include quotations from or references to text, but not always relevant, e.g. often retelling or paraphrasing sections of the text rather than using it to support comment" /> </column> <column title="In most reading"> <ao id="9223" description="straightforward inference based on a single point of reference in the text, e.g. ‘he was upset because it says “he was crying”’" /> <ao id="9224" description="responses to text show meaning established at a literal level e.g. ‘walking good’ means ‘walking carefully’ or based on personal speculation e.g. a response based on what they personally would be feeling rather than feelings of character in the text" /> </column> <column title="In most reading"> <ao id="9225" description="a few basic features of organisation at text level identified, with little or no linked comment, e.g. ‘it tells about all the different things you can do at the zoo’" /> </column> <column title="In most reading"> <ao id="9226" description="a few basic features of writer’s use of language identified, but with little or no comment, e.g. ‘there are lots of adjectives’" /> </column> <column title="In most reading"> <ao id="9227" description="comments identify main purpose, e.g. ‘the writer doesn’t like violence’" /> <ao id="9228" description="express personal response but with little awareness of writer’s viewpoint or effect on reader, e.g. ‘she was just horrible like my nan is sometimes’" /> </column> <column title="In most reading"> <ao id="9229" description="some simple connections between texts identified, e.g. similarities in plot, topic, or books by same author, about same characters" /> <ao id="9230" description="recognition of some features of the context of texts, e.g. historical setting, social or cultural background" /> </column> </mark_schema> <mark_schema id="1038" name="Level 2" level="2"> <column title="In some reading"> <ao id="9231" description="range of key words read on sight" /> <ao id="9232" description="unfamiliar words decoded using appropriate strategies, e.g. blending sounds" /> <ao id="9233" description="some fluency and expression, e.g. taking account of punctuation, speech marks" /> </column> <column title="In some reading"> <ao id="9234" description="some specific, straightforward information recalled, e.g. names of characters, main ingredients" /> <ao id="9235" description="generally clear idea of where to look for information, e.g. about characters, topics" /> </column> <column title="In some reading"> <ao id="9236" description="simple, plausible inference about events and information, using evidence from text e.g. how a character is feeling, what makes a plant grow" /> <ao id="9237" description="comments based on textual cues, sometimes misunderstood" /> </column> <column title="In some reading"> <ao id="9238" description="some awareness of use of features of organisation, e.g. beginning and ending of story, types of punctuation" /> </column> <column title="In some reading"> <ao id="9239" description="some effective language choices noted, e.g. ‘slimy’ is a good word there" /> <ao id="9240" description="some familiar patterns of language identified, e.g. once upon a time; first, next, last" /> </column> <column title="In some reading"> <ao id="9241" description="some awareness that writers have viewpoints and purposes, e.g. ‘it tells you how to do something’, ‘she thinks it’s not fair’" /> <ao id="9242" description="simple statements about likes and dislikes in reading, sometimes with reasons" /> </column> <column title="In some reading"> <ao id="9243" description="general features of a few text types identified, e.g. information books, stories, print media" /> <ao id="9244" description="some awareness that books are set in different times and places" /> </column> </mark_schema> </criteria> </response> |