Common Core Standard For English Language Arts Page 6
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43Common Core State StandardS for engliSh language artS & literaCy in hiStory/SoCial StudieS, SCienCe, and teChniCal SubjeCtS
Figure 2: Qualitative Dimensions of Text Complexity
Levels of Meaning (literary texts) or Purpose (informational texts)
Single level of meaning Multiple levels of meaning
•
Explicitly stated purpose Implicit purpose, may be hidden or obscure
•
Structure
Simple Complex
•
Explicit Implicit
•
Conventional Unconventional (chiefly literary texts)
•
Events related in chronological order Events related out of chronological order (chiefly literary texts)
•
Traits of a common genre or subgenre Traits specific to a particular discipline (chiefly informational texts)
•
Simple graphics Sophisticated graphics
•
Graphics unnecessary or merely supplementary to understanding the text Graphics essential to understanding the text
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and may provide information not otherwise conveyed in the text
Language Conventionality and Clarity
Literal Figurative or ironic
•
Clear Ambiguous or purposefully misleading
•
Contemporary, familiar Archaic or otherwise unfamiliar
•
Conversational General academic and domain-specific
•
Knowledge Demands: Life Experiences (literary texts)
Simple theme Complex or sophisticated themes
•
Single themes Multiple themes
•
Common, everyday experiences or clearly fantastical situations Experiences distinctly different from one’s own
•
Single perspective Multiple perspectives
•
Perspective(s) like one’s own Perspective(s) unlike or in opposition to one’s own
•
Knowledge Demands: Cultural/Literary Knowledge (chiefly literary texts)
Everyday knowledge and familiarity with genre conventions required Cultural and literary knowledge useful
•
Low intertextuality (few if any references/allusions to other texts) High intertextuality (many references/allusions to other
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texts)
Knowledge Demands: Content/Discipline Knowledge (chiefly informational texts)
Everyday knowledge and familiarity with genre conventions required Extensive, perhaps specialized discipline-specific
•
content knowledge required
Low intertextuality (few if any references to/citations of other texts) High intertextuality (many references to/citations of
•
other texts)
Adapted from ACT, Inc. (2006). Reading between the lines: What the ACT reveals about college readiness in reading. Iowa City, IA: Author; Carnegie
Council on Advancing Adolescent Literacy. (2010). Time to act: An agenda for advancing adolescent literacy for college and career success.
New York: Carnegie Corporation of New York; Chall, J. S., Bissex, G. L., Conrad, S. S., & Harris-Sharples, S. (1996). Qualitative assessment of text
difficulty: A practical guide for teachers and writers. Cambridge, UK: Brookline Books; Hess, K., & Biggam, S. (2004). A discussion of “increasing
text complexity.” Published by the New Hampshire, Rhode Island, and Vermont departments of education as part of the New England Common
Assessment Program (NECAP). Retrieved from
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