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Level of meaning or purpose

:
Literary texts with a single level of
meaning tend to be easier to read
than literary texts with multiple
levels of meaning

Language Conventionality and Clarity: Texts
that rely on literal, clear, contemporary, and
conversational language tend to be easier to read
than texts that rely on figurative, ironic,
ambiguous, purposefully misleading, archaic or
otherwise unfamiliar language or specific
vocabulary.

Structure: Texts of low complexity tend to have
simple, well-marked, and conventional structures,
whereas texts
of high complexity tend to have complex, implicit,
and (particularly in literary texts) unconventional
structures.

Knowledge Demands: Texts that
make few assumptions about the
extent of readers’ life experiences
and the

Text Complexity

Appendix A Emphasis
Basic Definitions
Writing
Argument: An argument is a
reasoned, logical way of
demonstrating that the writer’s
position

Narrative Writing: Narrative
writing conveys experience, either
real or imaginary, and uses time as
its deep structure.

Informational/Explanatory Writing:
Informational/explanatory writing
conveys information accurately.

Creative Writing: Creative writing
allows the writer to write about
anything they want like: fictional,
non-fictional, poetry etc..

Jordan Loo

Common Core: Appendix A
Summary-Review-Response
As I read over Appendix A of the Utah Common Core I learned a lot more about what purpose of the
common core serves. The first thing that is covered in Appendix A is the importance of reading. As students
progress through each grade level they are expected to increase the understanding of the level of material
they are reading. The appendix explains why it is so vital that students learn how to read and comprehend
more complex material as they grow. The level or ability a student can comprehend and think about what is
being read is how students are assessed on their SAT or ACT. Their scores from these tests are basis colleges
use to decide whether or not to accept a student to their institution. Obviously there are much more crucial
reasons for students to understand what they are reading. Students need to be educated to keep a good
career and to fill a positive role in society.
The Appendix goes over a few different points of emphasis on reading and writing. There are four
major objectives along with their definitions focusing on how to measure the complexity of specific reading
material. There are also four different reasons to write that students should know about and be able to
practice. (See Graphic Organizer)
The remainder of Appendix A gives examples of different reading material and explains the value of
each example. And then finally re-emphasizes the importance of literacy in our students. I think that this
Appendix not only explains but exemplifies why the common core was created. It is extremely easy to tell a
teacher to teach but the results will not be what is expected. When teachers understand why they are asked
to teach the standards from the common core it is much easier for them to utilize those standards. There are a
few reasons why I will teach from the common core in my future classroom besides the fact that it is
mandatory. First, I believe that there should be a plan for American students to be on the same page so that
everyone has a fair opportunity to succeed in life. Secondly, I think that the standards were not just thrown

together by a committee but was researched and tested multiple times to create the best standards possible.
Finally, the common core unites people. It allows parents, educators, and students to all have the same
expected goals and create plans for success.