Text Complexity Analysis of George Washington: Spymaster by Thomas Allen
Text Type: Informational
Text Description
Recommended Complexity Band Level
This text introduces students to the role of espionage on the part of both the
Americans and British in the American Revolution. Through accounts of tactics
from both sides, accompanied by reproductions of archival art and text notes,
students are taken into the world of our nation’s first spies.
Mid to high end of the 6-8 band. While the purpose and overall structure of the
text is fairly straight-forward, the density of information and use of domainspecific (sometimes archaic) vocabulary are complex. Specific placemat in grade 8
seems appropriate for this text.
Quantitative Measure
Quantitative Measure of the Text:
1100L
Range:
925-1185
Associated Band Level:
6-8
Qualitative Measures
Text Structure: Moderately Complex
The overall structure of this text is fairly straight-forward: a series of chapters, each focusing on a different incident or aspect of espionage during the American Revolution.
Each chapter is titled and contains a sub-heading that describes its focus. For example, the first chapter is titled Birth of a Spymaster: IN WHICH George Washington learns a
valuable lesson in spying. However, it is important to note that the presentation of information is not always chronological, which will present some challenges to students.
Archival images are peppered throughout to support the content of each chapter. The text does contain a series of appendices, including primary source documents and text
notes.
Language Features: Very Complex
The text contains some complex domain-specific vocabulary, such as espionage, propaganda, commission, Patriot, Loyalist, Dead Drop and counterspy. The technical
(sometimes archaic) language of primary source documents is interspersed with contemporary vocabulary. Because of the density of information, sentences are sometimes
lengthy. For example, “King George II, ignoring French claims to the Ohio River valley, had given permission for colonizing the area to the Ohio Company, a group of Virginia
landowners and London merchants.” Breaking down these sentences is important to comprehension. In addition, there is considerable variation in sentence structure.
Meaning/Purpose: Slightly Complex
The purpose of this text is quite straight-forward: It is an examination of how early spying techniques were used by both sides, but ultimately helped the Americans win the
Revolutionary War. Chapter titles clearly define the purpose of each section of the text.
Knowledge Demands: Very Complex
The most complex feature of this text is the density of information, from geography demands to dates to the number of introductions to new people in the text. The rate at
which the text builds knowledge of the language and history of espionage during the American Revolution is quite fast. However, while the information is dense, the text does
provide clear, concise introductions to the people, places, and events the reader needs to know. Some background knowledge, particularly about the American Revolution,
may be helpful in approaching this text. However, close reading strategies will support students in building this knowledge from the text.
Text Complexity Analysis of George Washington: Spymaster by Thomas Allen
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.8.3 - Analyze how a text makes connections among and distinctions between
individuals, ideas, or events (e.g., through comparisons, analogies, or categories).

For one chapter, have students visually map the connections among the
individuals and events introduced. This activity will help students deal
with the density of information in this text.
The high volume of domain-specific, sometimes archaic vocabulary makes the
density of information in this text quite complex.
In addition, the many supporting images and appendices can support students in
furthering their understanding of the topic, but may in fact overwhelm or distract
students.
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.
Differentiation/Supports for Students:

Locate one paragraph in the text that employs particularly complex
syntax. Guide students in breaking down the information presented in
this paragraph, and the role of each sentence in developing the concept
of the paragraph.
L.8.4 - Determine or clarify the meaning of unknown and multiple-meaning words
or phrases based on grade 8 reading and content, choosing flexibly from a range
of strategies.
c. Consult general and specialized reference materials (e.g., dictionaries,
glossaries, thesauruses), both print and digital, to find the pronunciation of a word
or determine or clarify its precise meaning or its part of speech.
d. Verify the preliminary determination of the meaning of a word or phrase (e.g.,
by checking the inferred meaning in context or in a dictionary).

Conduct a mini word study. Select a section that employs several domainspecific vocabulary words. Have students use the glossary in the back of
the text to confirm their understanding of the word. Then, have students
use reference materials to find the pronunciation and part of speech of
these words.
Due to the density of information, it may be helpful to draw attention to the clear
structure of this text. Introduce students to the way the text is organized: point
out the use of chapter titles and subheadings to help the reader organize the
information being presented. Discuss how the images support the content of the
chapter.
Some students will need support with the high volume of domain-specific
(sometimes archaic) vocabulary in this text. Appendix II provides a glossary of spy
terms that may be helpful for students to refer to over the course of the text. In
addition, many students will struggle with the density of information in terms of
the number of people, places, and events that are introduced in each chapter. It
may help for students to keep their own glossary of people, places, and events as
they read.
Guide students in their use of the appendices. Questions and tasks relating to
content in the appendices at strategic moments in the course of the text can help
students understand how to use that additional information to support the
knowledge they are building.