TEXT COMPLEXITY: QUALITATIVE MEASURES RUBRIC Literary Texts LAYERS OF MEANING High Middle High Middle Low Low □ Meaning: multiple layers of □ Meaning: three or more layers of □ Meaning: at least two layers of □ Meaning: a single interpretation of simple, interpretation exist and most lean interpretation exist and include some interpretation exist largely made up of concrete meaning predominates toward complex, abstract meaning complex and abstract meaning simple, concrete meaning STRUCTURE High Middle High Middle Low Low □ Narrative Structure: complex, implicit, □ Narrative Structure: some □ Narrative Structure: largely simple □ Narrative Structure: simple, explicit, and unconventional complexities, more implicit than explicit, structure, more explicit than implicit, conventional some unconventionality largely conventional, □ Narration: many shifts in point of view □ Narration: occasional shifts in point of □ Narration: few, if any, shifts in point of □ Narration: no shifts in point of view or and/or perspective view and/or perspective view and/or perspective perspective □ Order of Events: not in chronological □ Order of Events: several major shifts in □ Order of Events: occasional use of □ Order of Events: chronological order time, use of flashback flashback, no major shifts in time □ Use of Graphics: sophisticated graphics, □ Use of Graphics: some sophisticated □ Use of Graphics: largely simple □ Use of Graphics: use of simple graphics, essential to understanding the text, may graphics, may occasionally be essential graphics, supplementary to unnecessary to understand the text also provide information not otherwise to understanding the text understanding of the text conveyed in the text LANGUAGE CONVENTIONALITY AND CLARITY High Middle High Middle Low Low □ Meaning: implicit or inferred meaning, □ Meaning: some implicit or inferred □ Meaning: largely explicit and literal □ Meaning: explicit and literal meaning, heavy use of figurative or ironic meaning, use of figurative or ironic meaning, subtle use of figurative or little or no use of figurative or ironic language, may be purposefully language ironic language language ambiguous or misleading at times □ Register: generally unfamiliar, archaic, □ Register: occasionally unfamiliar, archaic, □ Register: largely contemporary, familiar, □ Register: contemporary, familiar, domain-specific, or overly academic domain-specific, or overly academic conversational, rarely unfamiliar, archaic, conversational domain-specific, or overly academic KNOWLEDGE DEMANDS High □ Subject Matter Knowledge: requires □ Cultural/Literary Knowledge: few moderate levels of content knowledge references/allusions to other texts □ Life Experiences: explores complex, (intertextuality) and cultural elements sophisticated, multiple themes; □ Subject Matter Knowledge: requires experiences portrayed are not fantasy Middle High some content knowledge but are distinctly different from the common reader □ Life Experiences: explores multiple Low □ Cultural/Literary Knowledge: many themes of varying levels of complexity; Middle Low references/allusions to other texts experiences portrayed are not fantasy □ Life Experiences: explores a single (intertextuality) and cultural elements but are uncommon to most readers □ Life Experiences: explores a single theme; experiences portrayed are □ Subject Matter Knowledge: requires □ Cultural/Literary Knowledge: some complex theme; experiences portrayed everyday and common or are clearly extensive, perhaps specialized content references/allusions to other texts are common to many readers or are fantasy knowledge (intertextuality) and cultural elements clearly fantasy □ Cultural/Literary Knowledge: no references/allusions to other texts (intertextuality) and cultural elements □ Subject Matter Knowledge: requires only everyday content knowledge .