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Text Complexity: Qualitative Measures Rubric for INFORMATIONAL TEXT
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Exceedingly ComplexVery ComplexModerately ComplexSlightly Complex
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Text StructureOrganization: Connections between an extensive range of ideas, processes or events are deep, intricate and often ambiguous; organization is intricate or discipline-specific
Organization: Connections between an expanded range ideas, processes or events are often implicit or subtle; organization may contain multiple
pathways or exhibit some discipline-specific traits		Organization: Connections between some ideas or events are implicit or subtle; organization is evident and generally sequential or chronologicalOrganization: Connections between ideas, processes or events are explicit and clear; organization of text is chronological, sequential or easy to predict
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Text Features: If used, are essential in understanding content
Text Features: If used, directly enhance the reader’s understanding of contentText Features: If used, enhance the reader’s understanding of contentText Features: If used, help the reader navigate and understand content but are not essential to understanding content.
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Use of Graphics: If used, intricate, extensive graphics, tables, charts, etc., are extensive are integral to making meaning of the text; may provide information not otherwise conveyed in the textUse of Graphics: If used, graphics, tables, charts, etc. support or are integral to understanding the textUse of Graphics: If used, graphic, pictures, tables, and charts, etc. are mostly supplementary to understanding the textUse of Graphics: If used, graphic, pictures, tables, and charts, etc. are simple and unnecessary to understanding the text but they may support and assist readers in understanding the written text
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Evaluation for this text:
Text Structure		No text features are present; argument is laid out in a conventional manner; provided graphic is merely decorative.
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Exceedingly ComplexVery ComplexModerately ComplexSlightly Complex
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Language FeaturesConventionality: Dense and complex; contains considerable abstract, ironic, and/or figurative languageConventionality: Fairly complex; contains some abstract, ironic, and/or figurative languageConventionality: Largely explicit and easy to understand with some occasions for more complex meaningConventionality: Explicit, literal,
straightforward, easy to understand
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Vocabulary: Complex, generally unfamiliar, archaic, subject-specific, or overly academic language; may be ambiguous or purposefully misleadingVocabulary: Fairly complex language that is sometimes unfamiliar, archaic, subject-specific, or overly academicVocabulary: Mostly contemporary, familiar, conversational; rarely overly academicVocabulary: Contemporary, familiar, conversational language
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Sentence Structure: Mainly complex sentences with several subordinate clauses or phrases and transition words; sentences often contains multiple conceptsSentence Structure: Many complex sentences with several subordinate phrases or clauses and transition wordsSentence Structure: Primarily simple and compound sentences, with some complex constructionsSentence Structure: Mainly simple sentences
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Evaluation for this text: Language FeaturesThe text's vocabulary is mostly in a conversational register, with occassional tier-two exceptions such as dubious and ephemeral, as well as idomatic phrases like shelling out and pooh-poohing. Sentence sructures are mostly simple with a few complex constructions; ideas are expressed explicitly and conventionally.
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Exceedingly ComplexVery ComplexModerately ComplexSlightly Complex
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PurposePurpose: Subtle and intricate, difficult to determine; includes many theoretical or abstract elementsPurpose: Implicit or subtle but fairly easy to infer; more theoretical or abstract than concretePurpose: Implied but easy to identify based upon context or sourcePurpose: Explicitly stated, clear, concrete, narrowly focused
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Evaluation for this text:
Purpose		The purpose of the text is explicitly stated in the title, as is its audience.
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Exceedingly ComplexVery ComplexModerately ComplexSlightly Complex
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Knowledge DemandsSubject Matter Knowledge: Relies on extensive levels of discipline-specific or theoretical knowledge; includes a range of challenging abstract conceptsSubject Matter Knowledge: Relies on moderate levels of discipline-specific or theoretical knowledge; includes a mix of recognizable ideas and challenging abstract conceptsSubject Matter Knowledge: Relies on common practical knowledge and some discipline-specific content knowledge; includes a mix of simple and more complicated, abstract ideasSubject Matter Knowledge: Relies on everyday, practical knowledge; includes simple, concrete ideas
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Intertextuality: Many references or. allusions to other texts or outside ideas, theories, etc.Intertextuality: Some references or allusions to other texts or outside ideas, theories, etc.Intertextuality: Few references or allusions to other texts or outside ideas, theories, etc.Intertextuality: No references or allusions to other texts, or outside ideas, theories, etc.
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Evaluation for this text:
Knowledge Demands		The text assumes familliarity with the CD format and the general idea of music streaming, though it takes pains to educate readers on streaming's technology, history, and business model; students completely unaware of the shift in format will need intentional scaffolding to buld a knowledge-base about streaming.
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