This paper is clear and focused. It holds the reader's attention. Relevant anecdotes and details enrich the central theme or storyline.
Ideas are fresh and original. The student writes from knowledge or experience and shows insight, an understanding of life, and a knack for picking out significant ideas.
Relevant, quality details give the reader important information that goes beyond the obvious or predictable. The writer develops the topic in an enlightening, purposeful way that makes a point or tells a story. Every piece adds something to the whole. The writer begins to define the topic,though development is still basic or general.
Ideas are reasonably clear, though they may not be detailed, personalized, or expanded enough to show in-depth understanding or a strong sense of purpose.
The writer attempts support but doesn't go far enough yet in fleshing out the main point or storyline. Details often blend the original with the predictable. As yet, the paper has no clear sense of purpose or central theme.
To extract meaning from the text, the reader makes inferences based on sketchy details. The writing reflects any of these problems: Information is very limited or unclear.
The text may be repetitious or may read like a collection of disconnected, random thoughts. Everything seems as important as everything else; the reader has a hard time sifting out what's critical. However, a careful observation of children completely contradicts these ideas. Most children who do write easily will first use facts they have read or been taught; very few can objectively view or describe their opinions or experience.
Writing requires the accurate articulation of formal language patterns, which are acquired mostly through reading, being read to, or spending time in more formal conversation.
Consequently, although a child may have had a powerful experience, unless he has an opportunity to translate that experience into a formal language pattern, writing about it will be, as for most children, a difficult if not impossible task.
Therefore, in equipping children to produce content in their writing, the three most essential activities are: Reading—especially non-fiction Formal discussion or narration of content learned in history, science, geography, etc.
Frequent practice in writing with meaningful content provided. Units6, and 8 of the Structure and Style syllabus require frequent writing from source texts—both fiction and non-fiction—as a part of cross-subject study.
This effectively gives the child experience with information and ideas focused through the formal language patterns, which will be helpful for independently writing with good ideas and strong development.
The organization enhances and showcases the central idea or storyline. The order, structure, and presentation of information compels and moves the reader through the text.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.
A paper with paragraphs that sometimes run together or begin in the wrong places would receive a "3" according to the Six-Trait Analytical Writing Assessment Model. true Spelling, punctuation, grammar, usage, paragraphing, and capitalization are all considered conventions.
Northwest Regional Educational Laboratory Six-Trait Analytical Writing Assessment Model Teaching Writing: Structure and Style Syllabus Analysis and Application; Scoring Guide (Rubric) for the Six Traits: Compositions are evaluated with a score of 1–5 on each of these criteria for a possible 30 points.
I. Ideas and Content II. Organization. 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.
SIX-TRAIT ANALYTICAL WRITING ASSESSMENT MODEL Scoring Guide (Rubric) 0 Q2 Ideas and Content Q, Organization Q,Voice gl Word Choice gl Sentence Fluency gl Conventions Q Content, Style, and Organization Mechanics Scoring Guide.
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, .