The SVG <title>/<desc> and the selectable PDFs help identify the diagrams, but the PDFs are not tagged for reading order. Use this page as the complete text alternative for screen readers, braille production or a teacher reading aloud. No information depends on colour or arrow shape. Print on A4 at 100%; make large print from this source if needed. Ask before guiding or touching someone's materials.
Source lens · PDF
An A4 vertical sequence of five large numbered cards. Read in number order: 1 Maker + audience: who made this, for whom, and in which genre? 2 Exact choice: copy a short phrase, image, action or number. 3 Possible effect: how might this position one possible reader? 4 Limit: what is left open or explicitly ruled out? 5 Careful claim: “In this text, the choice may …; it does not prove …”. Final prompt: “Is an unknown being turned into an outcome?” Each card has a writing line. Tactile route: five separate paper strips numbered 1–5 with these full words; place top to bottom. A learner may direct a partner to move the strips. The words, not their physical position, are the evidence.
Two-voice map · PDF
Two labelled columns: Public text and Literary scene. Each asks four questions: maker/reader; exact phrase or action; likely invitation or effect; what remains unknown. Below are three comparison starts: “Both sources select …”; “Only the scene shows …”; “Neither source proves …”. There is space under each line. Tactile route: make two heading cards and four duplicated prompt strips. Put the public stack left and literary stack right, then read the three comparison starts in order. Do not collapse an individual fictional voice into a whole population.
Public editor · PDF
Top question: “Who will read this?” Then two large writing areas in order: Before: exact draft line and After: revised public line. Final numbered checks: 1 exact fact or image retained? 2 outcome or selection limit stated? 3 unknown turned into a question? 4 what will the reader understand differently? Tactile route: use five labelled sheets or strips in that order; preserve both draft and revision. The learner can dictate a line while directing a partner to place it, or use AAC/keyboard.
These are flexible routes for the same source reasoning. They have not been validated with disabled learners or specialist users; local access review remains necessary.