Invite students to work with a partner to re-read the document. One partner should read the document as though they are the author and the other partner listen as though they are the intended audience for the document. Encourage each pair to stop periodically to identify words and phrases that hint at the subtexts–motives, world view, attitudes, and beliefs. After reading the document a second time, invite students to notice the authors’ assumptions about the audience and the historical period. Direct both partners to record relevant evidence in the R.A.F.T.S. chart. Prompt students with questions such as:
• Does the language suggest that the author is proud or humble, patient or desperate, worried or confident?
• Do we notice anything to suggest the author’s assumptions about the audience as pompous or humble, as powerful or weak, just or corrupt?
