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Four conventions for speech bubbles are presented with the students showing their understanding by having matching appropriate text to the bubbles.

Students study a poster about being safe in an earthquake and then answer retrieval and inferential questions.

Students study a poster about the benefits of exercise and make inferences from written and visual information.

Students look at a water safety poster and answer questions relating to the posters construction.

Students read a cartoon to answer retrieval and inferential questions about the story and the visual techniques used. SJ-1-1-1994.

Students interpret a series of road safety drawings with questions on visual cues, titles, emphasis and providing appropriate text.

Students unpack a picture, making inferences from its visual cues. SJ-1-2-1998. Text provided.

In Part 1, students interpret how the visual techniques used in the presentation of a Māori legend support the meaning of the written text. In Part 2, students are assessed on their ability to communicate and explain their use of visual techniques. Annotated student work samples using Part 2 are provided.

Students interpret seven business logos that are each presented with a single short written response question about a design feature.

Students read a recipe and its visual text to make inferences. SJ 1-2-1998.

Students read a poem and make links between its written and visual information. SJ-2-4-1993.

Students make inferences from visual cues and make links between visual and written text. SJ-2-3-1997.

For this NEMP task students look at a cornflakes package, and answer questions about the information shown.

Students view a set of images to answer questions about the camera angles used and the effects these create. Students also suggest sound effects and dialogue for the images.

Students read a collage of students' statements about the battle at Gallipoli and respond to questions on fonts, symbols, visual background, and issues. SJ-4-2-1997.

A brief picture story is presented about missed opportunities. Students interpret the actions of the figures in the story, and infer the subsequent consequences.

An extract from a long cartoon strip has students unpacking each frame for meaning and the visual language techniques of; speech bubbles, layout angles, and gestures. SJ-4-1-1997.

Students read a comic strip and answer questions about comprehension and inference. SJ-2-1-1991.

Students read a poem and its visual text to answer inferential questions. SJ-1-2-1993.

Students read a poem and identify how the visual and written texts work together to build comprehension.

Students use visual clues in a comic strip to answer inferential questions.

An illustration on a roller coaster ride is the context for questions on lettering, movement lines, and interpreting illustrations showing body language and emotions. SJ-1-2-1997, pages 20-21 are required.

Students study two graphs on some rocks and lake features of Saharan North Africa and answer a mix of questions to show this ability to interpret these graphs.

A short poem with four pictures is analysed with students having to match text with images and answer questions on movement and illustrations. SJ-2-4-1997. Text not provided.

In this NEMP task students interpret an image of a treasure map.