Grade: 12 Subject: ELA Unit: Reading Stamina SAT: Information+Ideas, Craft+Structure ACT: Reading

Unit Checkpoint: Reading Stamina

Instructions

This checkpoint assesses your ability to read extended texts with focus, comprehend complex arguments, and synthesize information across sources. Complete all sections.

  • Time: 50 minutes
  • Section A: Passage Analysis (6 questions)
  • Section B: Synthesis (2 questions)
  • Section C: Extended Response (1 question)

Reading Passage

The digital revolution has fundamentally altered how humans process information. Where previous generations developed what Nicholas Carr calls "deep reading" habits—the ability to sustain focus on a single text for extended periods—contemporary readers increasingly exhibit "continuous partial attention," rapidly shifting between multiple information streams.

This cognitive shift carries significant implications for education. Studies suggest that students who regularly engage in multitasking while reading demonstrate reduced comprehension and retention compared to those who read without digital interruption. The brain's neural pathways, shaped by constant switching, may become less adept at the sustained concentration that complex texts demand.

However, some researchers argue that this framing presents a false dichotomy. Digital environments, they contend, cultivate different but equally valuable cognitive skills: rapid pattern recognition, efficient information filtering, and the ability to synthesize data from diverse sources. Rather than mourning the loss of deep reading, perhaps education should adapt to leverage these emerging capabilities.

The challenge for educators lies in striking a balance. While acknowledging the value of digital literacy, schools must also preserve opportunities for sustained, uninterrupted engagement with complex texts—a practice essential for developing the analytical depth that advanced academic and professional work requires.

Section A: Passage Analysis

1. According to the passage, what does Nicholas Carr's concept of "deep reading" involve?

A) Reading digital texts efficiently
B) Sustained focus on a single text
C) Synthesizing multiple sources
D) Pattern recognition skills

2. The passage suggests that multitasking while reading:

A) Improves retention
B) Has no effect on comprehension
C) Reduces comprehension and retention
D) Only affects certain subjects

3. What counterargument do some researchers offer?

A) Deep reading is unnecessary
B) Digital environments develop different but valuable skills
C) Schools should eliminate digital devices
D) Reading is becoming obsolete

4. The phrase "false dichotomy" (paragraph 3) suggests that:

A) The debate is unresolvable
B) The opposing positions may not be mutually exclusive
C) Research methods are flawed
D) Education is failing students

5. The author's tone in the final paragraph is best described as:

A) Dismissive of digital literacy
B) Advocating for a balanced approach
C) Pessimistic about education
D) Enthusiastic about technology

6. The passage's main argument is that:

A) Digital reading is superior to traditional reading
B) Schools should ban digital devices
C) Education must balance digital skills with sustained reading practice
D) Cognitive science is unreliable

Section B: Synthesis

7. Based on the passage, what strategies might help students develop both digital literacy and deep reading skills? Provide two specific recommendations.

8. How might the passage's argument apply to professional settings beyond education?

Section C: Extended Response

9. Write a well-organized response (250-300 words) that evaluates the author's argument about balancing digital and traditional reading skills. Consider: the strength of evidence presented, potential biases or limitations, and your own perspective based on experience.

Answer Key

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  1. B — The passage defines deep reading as "the ability to sustain focus on a single text for extended periods"
  2. C — The passage states students who multitask demonstrate "reduced comprehension and retention"
  3. B — Researchers argue digital environments "cultivate different but equally valuable cognitive skills"
  4. B — A false dichotomy implies the two positions (digital vs. traditional) aren't mutually exclusive
  5. B — The author advocates for "striking a balance" between approaches
  6. C — The main argument centers on balancing digital skills with sustained reading practice
  7. Sample response: (1) Designate device-free reading periods for complex texts; (2) Teach explicit metacognitive strategies for both digital and traditional reading contexts
  8. Sample response: Professionals also face challenges balancing quick digital communication with deep analytical work; similar strategies of protected focus time could apply to workplace settings
  9. Rubric: Strong responses will (a) accurately summarize the author's position, (b) evaluate evidence quality, (c) identify limitations or assumptions, and (d) provide reasoned personal perspective with supporting examples