An inviting introduction draws the reader in; a satisfying conclusion leaves the reader with a sense of resolution. The writer may manipulate conventions—especially grammar and spelling—for stylistic effect.
With fiction, a paragraph may indicate a new component of the story sequence. The writer speaks directly to the reader in an individualistic, expressive, and engaging way. It is hard to sense the writer behind the words. Pacing is well controlled; the writer knows when to slow down and elaborate and when to pick up the pace and move on.
Sentences vary in length as well as structure. With non-fiction, it must indicate a new topic has begun. Conventions Spelling and punctuation should be taught as separate subjects. The language six-trait analytical writing assessment model natural and never overdone; phrasing is highly individual.
The writing has an easy flow and rhythm when read aloud. In many stories that children write, one of these three pieces may be missing. Relevant, quality details give the reader important information that goes beyond the obvious or predictable.
Students can simply choose a preposition from an extensive list and try to make their fact or idea fit, creating a different style of sentence. This forces the habit of rereading and self-editing.
Familiar words and phrases communicate, but rarely capture the reader's imagination. The writer develops the topic in an enlightening, purposeful way that makes a point or tells a story. Paragraphing is missing, irregular, or so frequent that it has no relationship to the organizational structure of the text.
Conversations and quotations add depth. The writing reflects more than one of these problems: The decorations and triple extensions are particularly useful because they effectively attract the attention of readers and scorers.
Only light editing would be required to polish the text for publication. Errors in grammar or usage are very noticeable, and may affect meaning, while punctuation including terminal punctuation is often missing or incorrect.
Again comparing writing to music, would a good teacher expect a child to play every note and rhythm perfectly when learning a new piece.
Effective word choice will also be a direct result of basic literacy and language exposure. As with any developing skill in life, awkward usages will probably appear when students try to use sentence styles new to them.
Spelling is usually correct or reasonably phonetic on common words. Pacing is fairly well controlled, though the writer sometimes spurts ahead too quickly or spends too much time on unimportant details.
Problems with language leave the reader wondering what the writer means to say.
Once again, reading—especially non-fiction—is vital. Through the Syllabus in Style, children develop fluency with a variety of grammatical constructions which enable them to write ideas and facts in seemingly unique ways.
By learning and practicing with a checklist of sentence openers, children will develop not only the ability to manipulate words to fit an assigned sentence pattern, but also a sense of which openers might bemost useful or artistic in a given instance. Striking words and phrases often catch the reader's eye—and linger in the reader's mind.
Short sentences add drama and pizzazz. To extract meaning from the text, the reader makes inferences based on sketchy details. The text may be repetitious or may read like a collection of disconnected, random thoughts.
The writing hides as much of the writer as it reveals. Non-Fiction Compositions Planning for non-fiction writing includes knowing the length of the required composition. The text hums along with a steady beat, but tends to be more pleasant or business like than musical, more mechanical than fluid.
In descriptive writing, strong Word Choice resulting in imagery, especially sensory, show-me writing, clarifies and expands Ideas. In persuasive writing, purposeful Word Choice moves the reader to a new vision of ideas. In all modes of writing figurative language such as metaphors, similes and analogies articulate, enhance, and enrich the content.
Northwest Regional Education Laboratory have been using a six-trait analytical scoring assessment model for student writing. The six traits are: (1) ideas; Does the writing of students who have direct instruction on assessing writing using the six-trait analytical model improve more than the writing of students who do not have such.
Common Core State Standards and the 6+1 Trait® Writing Model of Instruction & Assessment includes documents that correlate the CCSS standards and elements of the 6+1 Trait model: The Crosswalk (PDF, KB, 3 pgs.) links traits and standards for argumentative, informational/ explanatory.
SIX-TRAIT ANALYTICAL WRITING ASSESSMENT MODEL Scoring Guide (Rubric) Ideas and Content Organization Voice I Word Choice 1 Sentence Fluency I Conventions I Content, Style, and Organization I Mechanics Scoring Guide. 0 IDEAS AND CONTENT: DEVELOPMENT enrich the.
The core of the 6+1 Trait® Writing Model of Instruction & Assessment is the set of rubrics that specify how to assess the quality of student writing and tailor instruction to students’ needs.
writing to assist them in producing their own good writing. And, third, students think and work more like professional writers as they consistently and accurately apply the language of the 6 + 1 traits. The use of specific traits to teach and assess writing is the focus of Six Trait + .Six-trait analytical writing assessment model