Three-Trait Model of Writing Assessment

The three writing traits assessed in the Federal Way Public Schools are:

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Key:

The pupil includes either (a) the three parts of a paragraph (introduction, supporting sentences, and closing), or (b) the three parts of a story (beginning, middle, and ending).

The pupil uses powerful language, voice, and sentence variety to "spice up" the writing.

The pupil repairs any mechanical problems for error-free writing.

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Opening
Supporting Ideas
Closing
Transitions
Organization

Opening

• Gain the attention of the reader.
• Tell the reader what the writing is about.
• Set the tone for the writing.

The opening creates a setting and sets the tone for a perfect campout.

Supporting Ideas

• Support the topic with details, examples, and facts, without losing focus.
• Construct sequenced paragraphs.

The details describe a great time camping.

Closing

• Restate the topic in a creative way, leaving the reader satisfied.
• Conclude with ideas appropriate for the type of writing.

The writer leaves the reader with a sense of how much the writer enjoys camping.

Transitions

• Connect ideas and paragraphs effectively.

Transitions move the reader from one idea to the next, and give a sense of time and sequence.

Organization

• Organize logically.
• Give a sense of completeness.
• Use appropriate organizational structures (paragraphs, charts, diagrams).

Paragraphs are in logical order, and focus on one main idea.

Word Choice
Sentence Fluency
Voice

Word Choice

Use powerful language appropriate for the audience and purpose.

Choose words, tone, dialect to create an effect.

Experiment with figurative language and sound patterns.

The writer uses active verbs and precise adjectives to create a picture in the reader's mind.

Sentence Fluency

Use a variety of sentence lengths and beginnings.

The writer varies sentence lengths, structures, and beginnings. (Some begin with phrases; some begin with subject-verb format.)

Voice

Show the person behind the words.

Appeal to the intended audience.

The reader gets a sense of the writer through her words.

• Punctuate compound and complex sentences correctly.
• Apply capitalization rules correctly.
• Employ conventional usage except for effect.
• Spell correctly except for effect.
• Use paragraphing, stanza division, and other textual markers (tables of contents, bullets) to help the reader move through the text.

After correcting mechanical errors, the writer produced a neat and error-free final copy.