Text Complexity: Qualitative Measures Rubric
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2Text Complexity: Qualitative Measures Rubric
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LITERATURE
Text Title___________________________________________
Text Author_____________________________________
Exceedingly Complex
Very Complex
Moderately Complex
Slightly Complex
o
o
o
o
Organization: Is intricate with regard to
Organization: May include subplots, time
Organization: May have two or more
Organization: Is clear, chronological or
such elements as point of view, time shifts,
shifts and more complex characters
storylines and occasionally be difficult to
easy to predict
multiple characters, storylines and detail
predict
TEXT STRUCTURE
o
o
o
o
Use of Graphics: If used, illustrations or
Use of Graphics: If used, illustrations or
Use of Graphics: If used, a range of
Use of Graphics: If used, either
graphics are essential for understanding
graphics support or extend the meaning of
illustrations or graphics support selected
illustrations directly support and assist in
the meaning of the text
the text
parts of the text
interpreting the text or are not necessary
to understanding the meaning of the text
o
o
o
o
Conventionality: Dense and complex;
Conventionality: Fairly complex;
Conventionality: Largely explicit and
Conventionality: Explicit, literal,
contains abstract, ironic, and/or
contains some abstract, ironic, and/or
easy to understand with some occasions
straightforward, easy to understand
figurative language
figurative language
for more complex meaning
LANGUAGE
o
o
o
o
FEATURES
Vocabulary: Complex, generally
Vocabulary: Fairly complex language
Vocabulary: Mostly contemporary,
Vocabulary: Contemporary, familiar,
unfamiliar, archaic, subject-specific, or
that is sometimes unfamiliar, archaic,
familiar, conversational; rarely
conversational language
overly academic language; may be
subject-specific, or overly academic
unfamiliar or overly academic
o
ambiguous or purposefully misleading
Sentence Structure: Mainly simple
o
o
Sentence Structure: Many complex
Sentence Structure: Primarily simple and
sentences
o
Sentence Structure: Mainly complex
sentences with several subordinate
compound sentences, with some complex
sentences with several subordinate
phrases or clauses and transition words
constructions
clauses or phrases; sentences often
contain multiple concepts
o
o
o
o
MEANING
Meaning: Multiple competing levels of
Meaning: Multiple levels of meaning
Meaning: Multiple levels of meaning
Meaning: One level of meaning; theme
meaning that are difficult to identify,
that may be difficult to identify or
clearly distinguished from each other;
is obvious and revealed early in the
separate, and interpret; theme is implicit
separate; theme is implicit or subtle and
theme is clear but may be conveyed with
text.
or subtle, often ambiguous and revealed
may be revealed over the entirety of
some subtlety
over the entirety of the text
the text
o
o
o
o
Life Experiences: Explores complex,
Life Experiences: Explores themes of
Life Experiences: Explores several
Life Experiences: Explores a single theme;
sophisticated or abstract themes;
varying levels of complexity or
themes; experiences portrayed are
experiences portrayed are everyday and
KNOWLEDGE
experiences portrayed are distinctly
abstraction; experiences portrayed are
common to many readers
common to most readers
DEMANDS
different from the common reader
uncommon to most readers
o
o
o
o
Intertextuality and Cultural Knowledge:
Intertextuality and Cultural Knowledge:
Intertextuality and Cultural Knowledge:
Intertextuality and Cultural Knowledge:
Many references or allusions to other texts
Some references or allusions to other texts
Few references or allusions to other texts or
No references or allusions to other texts or
or cultural elements
or cultural elements
cultural elements
cultural elements
Adapted from Appendix A: Research Supporting Key Elements of the Standards, Common Core State Standards for English Language Arts and Literacy in History/Social Studies and Science and Technical
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Subjects (2010).
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