Professional Documents
Culture Documents
Textbook Assessment
Katie Castellano
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Dr. Dredger
TEXTBOOK ASSESSMENT 2
Deciding what textbooks are appropriate and relevant for your students and curriculum
can be a challenging feat. There is so much that goes into creating and writing a textbook The
textbook I am assessing is Holt Elements of Literature: Essentials of British and World Literature,
which is an English/Language Arts textbook designed for a ninth through twelfth grade
classroom. It focuses on British and world literature and is published by Holt, Rinehart, and
Winston. I chose to assess Holt Elements of Literature: Essentials of British and World Literature
because when I first flipped through it I saw some examples of literature that I am interested in
teaching to my future students, like The Iliad (Beers et al., 2005, p. 56) and Shakespeares
I decided to assess Holt Elements of Literature: Essentials of British and World Literature
in three different areas: its quantitative features, qualitative features, and readability. Because I
al.s (2003) Differentiating Textbooks: Strategies to Figure 1 Framework for Assessing Texts (Alvermann
et al., 2010, p. 164). The textbook instrument I used
Improve Student Comprehension & Motivation. I to assess the qualitative features of the textbook.
felt like this textbook instrument covered many areas of the textbook that would need to be
assessed. I used Alvermann et al.s Framework for Assessing Texts found in their book, Content
Area Reading and Literacy: Succeeding in Todays Diverse Classrooms (2010) to assess the
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qualitative features in the book because the answers to the questions were more subjective
Quantitative Features
Table of Contents
There are multiple tables of contents in this Holt Elements of Literature: Essentials of
British and World Literature. Contents in Brief (Beers et al., 2005, p viii-A2) is the first one
featured in the book, and it shows page numbers for the seven different collections literary
time periods, and what is in the Resource Center and the page numbers for each item in the
collection, an introduction into the literary period, the extension activities provided, and a skills
review section.
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2005, p. A38-A42).
Glossary
order, with their parts of speech noted before the definition. Each vocabulary word is also
spelled out phonetically, and has the phonetic alphabet and its procurations at the bottom of
each page in the glossary. The second glossary is a Spanish glossary, which I was excited to see.
It lists each vocabulary word alphabetically by the English word with the translated Spanish
word next to it, as seen in Figure 3. The parts of speech are noted and the actual definition of
on pages 1181-1204, the Handbook of Literary and Figure 4 An excerpt from the Handbook of
Literary and Historical Terms section in the text
Historical Terms includes the basic definition of the book (Beers et al., 2005, p.1194)
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literary and historical terms mentioned throughout the textbooks, and then explains the
word/concept in detail with examples from the contents in the book. See Figure 4. It also
includes page numbers at the end of the definition for the students to find the word/concept
where it appeared directly in the text. The only thing it does not have is pronunciations of the
literary and historical terms. With this section of the book in consideration, I gave the glossary a
four because it was well thought out and easy to follow when searching for a word or reading
the definition.
Recommended Reading
There is recommended reading at the end of each collection before the Skills Review
section of the collection. There is usually four works of literature that fall under one of these
sex genres: drama, fiction, non-fiction, folklore/mythology, an epic, or a play. They give the title
of the work, the author, and a brief description of the work of literature. I gave the textbook a
three on the Textbook Evaluation Form (Forsten et al., 2003), because while they gave a good
variety, it was sometimes hard to see why they chose certain books other than it was from the
Websites
The Holt Elements of Literature: Essentials of British and World Literature does have
some places where a student can go online to their website (Go.hrw.com, nod) and type in the
key word given to them in the book for extra help or extension activities, but I gave it a one on
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taking the student to the site showing all the Figure 5 A screenshot of the website
that shows up after you search for
activities or extra help, it takes them to a webpage the keyword. (go.hrw.com,n.d.)
been retired, is no longer supported, and is no longer available, as seen in Figure 5 Because of
the website being no longer active, I gave this section a one on the textbook instrument.
Index
There are three indexes in Holt Elements of Literature: Essentials of British and World
Literature. The Index of Skills (Beers et al., 2005, p. 1261-1273) is for students or teachers to
look up specific skills taught in this textbook. The skills are split up by literary skills, reading
skills, writing skills, language, listening and speaking, and independent reading. Index of art
provides the students with the names of all the visual art and photographs in the textbook.
(Beers et al., 2005, 1274-1279) The Index of Authors and Titles lists every literary work used in
the textbook and their author. (Beers et al., 2005, p. 1280-1282) Each index has the basic
standards needed for an index (alphabetical, cross-referenced, page number, etc.), which is
Graphic Elements
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There is a large quantity of graphic elements in the textbook, with many them being
pictures or photographs of paintings and other works of art. They are all in color and are usually
located within the text that they refer, but they are rarely called out within the text. Most of
the pictures are captioned with the titles of the work of art and the artist.
Qualitative Features
Content
As said in the introduction, Holt Elements of Literature: Essentials of British and World
Literature labels itself as a textbook that could be used in ninth through twelfth grade. Looking
at the Virginia Standards of Learning, it would be best suited for a tenth-grade class, where the
students learn about literary works from various cultures and eras, or in a twelfth-grade
classroom, where the students analyze British literature and literature of other cultures with
Holt Elements of Literature: Essentials of British and World Literature is sectioned off
into different literary periods throughout time and the last is deals with works from the modern
period, which is from 1900 to present. With that said, the most current work of literature was
written and published in 2000. The textbook was copyrighted in 2005 which makes this
textbook twelve years old. While it is understandable that there would be a lot of older texts
because it is an overview of British and World literature, the Modern texts need to be
updated.
Format of Collections
1. Introduction: The collections all start off with a TimeLine, Political and Social
Milestones, and Introduction into the Literary Period, which covers a brief
3. Skill Practice and Review: At the end of each section, there is at least one or two
literature.
a. Comparing literature with two or three texts are presented with ten
b. Vocabulary skills with six to ten questions dealing with context clues,
antonym.
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c. Writing skills, where the students are given a paragraph, and they must
Utility
evaluation. There were only a few instances in which a student Figure 6 Response and Analysis for
The Book of Sand by Jorge Luis Borges
was asked to create something. Near the back of the book, there (Beers et al., 2005, p. 1013)
is also a Test Smarts section were students can practice the skills they learned in the Skills
Style
The style of the writing was overall pleasing to read. The point size of the type, length of
the line of type and space between each line all work together to produce a page that is not
Readability
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Before I even took samples from Holt Elements of Literature: Essentials of British and
World Literature to evaluate readability, I had to determine which readability formula I wanted
to use for my textbook assessment. I did a basic Google search to start off with, but I quickly got
formulas that I could measure my random samples on: Flesch Reading Ease, Flesch-Kincaid
Grade Level, Gunning Fog Score, and Coleman-Liau Index. At its core readability is measured by
the length of words and length of sentences, and I kept this in mind when choosing a
readability formula. After a bit of research, I decided on using the Coleman-Liau Index because
the formula did not involve the counting of syllables, like some of the other formulas. The
scores for my random text samples are 10.1, 13.2, and 10.2, which averages out to 11.2. I
believe that this is a realistic reading level for the textbook because they wrote it to work for a
range of grades. I do not believe that they students would have a difficulty reading the text,
because while a few words or concepts may challenge the ninth graders, it is on reading level
for the tenth graders, and below level for the eleventh and twelfth graders.
Summary Statement
After evaluating the quantitative and qualitative features in Holt Elements of Literature:
Essentials of British and World Literature with the two textbook instruments, I have determined
what the strengths and weakness of the textbook. The first strength is the literary works
included in the book. I felt like there was a large range of literary works from different regions
and genres that a teacher could use in their classroom. It allows more flexibility for the teacher
on what they can use in their class. The second strength is The Resource Center. There is so
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much in the Resource Center to help the students if they get confused or need extra
information. The third strength is the style of the writing because it was informative, but not
The first weakness is the websites because there is a lack of internet and media integration
in this textbook. The fact that the websites do not even work anymore is a big warning sign for
this textbook. Classrooms now are so digitally focused, so the textbooks we get should be
adaptable and have activities that have computer and media involvement. The second
weakness is the Table of Contents. While I liked the fact there was a table of contents by region,
because a teacher could look at it and see if they needed any supplemental readings, there
were just too many table of contents in general. It was overwhelming and a student could get
easily overwhelmed by a teacher just asking the class to simply turn to the table of contents,
because there are five of them. The third weakness is the graphic elements. Most of the graphic
elements in the text are just pictures of visual art (photographs and paintings), and they dont
always make a direct connection to the text. Some are there to just to be there, rather than
Pedagogical Choices
After spending time assessing this textbook, I have determined that I would not use this
textbook in my classroom. Its only strengthens are the resource materials, like the Resource
Center and the literary works provided, which could be found online or in a different textbook. I
would keep the textbook on hand in the classroom for myself and the students it as a resource
for myself or the students, but I would not use it to teach the students with.
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Works Cited
Alvermann, D. E., Phelps, S. F., & Gillis, V. R. (2010). Content Area Reading and Literacy:
Succeeding in Todays Diverse Classrooms (6th ed.). New York: Allyn & Bacon.
Beers, G. K., & Odell, L. (2005). Holt Elements of Literature: Essentials of British and World
https://readable.io/content/the-coleman-liau-index/
Education, V. D. (n.d.). English Standards of Learning. Retrieved October 12, 2017, from
http://www.doe.virginia.gov/testing/sol/standards_docs/english/index.shtml
Dorsten, C., Grant, J., & Hollas, B. (2003). Differentiating Textbooks: Strategies to Improve