Text Complexity Analysis of Excerpt from Words We Live By: Your Annotated Guide to the Constitution by Linda A. Monk
Text Type: Informational
Text Description
Recommended Complexity Band Level
In this excerpt, Monk introduces the Constitution, questions its language, specifically
to whom “We the people...” refers, and shows its ever-evolving power via the
amendment process. Note: The excerpt analyzed is from The Preamble: We the People,
beginning with “The first three words of the Constitution…” and ending two paragraphs
later with “…the Twenty-sixth amendment extended suffrage to eighteen-year-olds.”
The quantitative and qualitative measures firmly place the excerpt from Words
We Live By in the 6-8 grade band, with a more appropriate placement being in
grade 8.
Quantitative Measure
Quantitative Measure of the Text:
1090L
Range:
925-1185
Associated Band Level:
6-8
Qualitative Measures
Text Structure: Moderately Complex
Monk clearly introduces the topic of the piece in the first paragraph: The first three words of the Constitution, “We the People,” are the most important because they give
ruling power to the people. However, the subsequent paragraph complicates this rather simple idea by showing the vagueness in the phrase, “We the People.” Much of the
remaining movement in the excerpt comes in the form of quotes and ellipses, which aids in driving up the complexity. In particular, the quote from Thurgood Marshall is
dense and difficult, yet much of the piece hinges on one’s understanding of this quote.
Language Features: Very Complex
The sentence structure is quite complicated. There are an abundance of dependent clauses, including some in front of main clauses. There are also several key challenging
vocabulary words that are essential to understanding the piece in its entirety. Some of these words include: popular sovereignty, advocates, evolving, construed, appointed,
amendment process, and extended suffrage.
Meaning/Purpose: Very Complex
There are three levels of purpose found in this piece: To introduce the Constitution, to question the meaning of the first three words, and to demonstrate its evolving power
meaning. The questioning of the words, “We the People” is explicit; however, the purpose behind doing so is implicit. This purpose is directly tied to Monk’s ability to show
the document’s evolving nature and power, which also happens to be implicit. These factors make the varied shades of meaning that much more complex and difficult to
grapple.
Knowledge Demands: Moderately Complex
The text requires students to have practical knowledge regarding the Constitution, as well as the significance of dates such as 1787. Providing a context for the quote from
Thurgood Marshall would be helpful to students, as well.
Text Complexity Analysis of Excerpt from Words We Live By: Your Annotated Guide to the Constitution by Linda A. Monk
Text Type: Informational
Considerations for Reader and Task
Possible Major Instructional Areas of Focus (include 3-4 CCS Standards) for this
Text:
Below are factors to consider with respect to the reader and task:
Potential Challenges this Text Poses:
RI.8.4 - Determine the meaning of words and phrases as they are used in a text,
including figurative, connotative, and technical meanings; analyze the impact of
specific word choices on meaning and tone, including analogies or allusions to
other texts.

Focus on the importance of Monk’s word choice (and the word choice of
those individuals whom she purposefully decided to quote) in the
development of her argument.
RI.8.5 - Analyze in detail the structure of a specific paragraph in a text, including
the role of particular sentences in developing and refining a key concept.

Consider the manner in which Monk pieced together her argument
through specific phrases, sentences, and quotes.
W.8.1 - Write arguments to support claims with clear reasons and relevant
evidence.

Introduce and develop a claim regarding the (in)effectiveness of Monk’s
argument. In the same way that Monk developed her argument through
the use of quotes, supporting the claim with logical reasoning and
relevant evidence from her text.
Students may struggle with the complex sentence structure and demanding
vocabulary, as well as the dense nature of the quotes Monk uses.
Differentiation/Supports for Students:
Additional background knowledge on the Constitution and Thurgood Marshall
from other readings may enhance students’ understanding of Monk’s excerpt.
Unpacking this excerpt as a part of a text set might help to contextualize the text
and further students’ comprehension. Related readings might include:
 “The Making of the Constitution” by David White
 “Amending the Constitution” by Timothy K. Dyhouse
 Thurgood Marshall and the Supreme Court by Deborah Kent
 Building a New Nation by Christopher Collier