Compare and contrast 2 texts Why do you like one text over the other?

Quality: This work is of recognized value, cultural significance, and rich in content. Titles meeting this criterion would be considered classic text that has stood the test of time and has become part of the culture. Complexity: Selection presents rigorous and challenging ideas, moral issues, cultural, and/or subject matter references. Powerful themes are universal and offer opportunities for breadth and depth of exploration. The work is intellectually demanding of the reader. Content: This text provides links to other curricular areas, enriching and expanding an individuals understanding of relationships between the content or context of the subject and the literature itself. Range: This title represents significant authorship, period of publication, and/or subject matter. Texts meeting this criterion offer breadth to the literacy curriculum. Language/Writing: This text literature represents the best in language and writing, including, but not limited to, challenging vocabulary, vivid images, and noteworthy use of literary devices, strong and consistent voice. Text Organization: The text, with a few exceptions, closely follows a strictly temporal order. Thus, in terms of text organization, the sample text would be expected to have a high level of readability, which in turn should help maintain interest. The Effect of Structural Features on Interest: Interest is important in text selection. Maintains that the interest level of a text can be partially assessed in terms of its structural features the number of personal words and personal sentences within a text contribute to interest level. Physical Presentation of the Text: The physical presentation of the text itself, such as the size of print and presence of illustrations, also affects how readers perceive the difficulty of what they are reading, or about to read.

Identify some words and explain how you derive their meaning. Looking for contextual clues encourages thinking the meaning. This will help in determine which words in the text will guide to find the correct meaning of the unfamiliar term. First and foremost I will look for contextual clues. Contextual clues have four types, namely: Linked synonyms involve using words that are almost the same in meaning. Examples: I like to review my notes in a placid, serene, calm, or peaceful place. The woman was assigned to categorize, classify, file, or group the documents about the case. Antonyms Using antonyms as contextual clues requires the use of connectives denoting contrast, like but, however, while, before a word that is opposite in meaning to the unfamiliar term. Examples: Lina seems peevish in front of the man, while Fe looks so relaxed. The first bottle has a lot of the mixture, while the second one has just an iota of it. Mood and Tone The sentence cultivates a mood that will give the students some ideas related to the unfamiliar terms. Examples: The cantankerous woman angrily shouted, stared, pointed at the man and hurled bad words at him. Its a humdrum lecture that bores us to death. Repetition of the idea in more familiar words The meaning of the target word is stated again in simpler terms. Examples: The cow stepped on the sapling or young tree. Let him stay in a solarium or a room exposed to the sun.