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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 reader's attention.
• Tell the reader what the writing is about.
• Set the tone for the writing.

The writer used an attention-getting technique: asking the reader a question. She also gave the reader useful background information about the issue.

Supporting Ideas

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

The purpose of this editorial was to inform, not persuade. The writer gave details to support the pros and the cons of a curfew.

Closing

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

Since the purpose of the editorial was to inform the reader about a timely issue, no solutions were promoted. The writer concluded with emotional statements to persuade the reader to realize the importance of the issue and to become involved.

Transitions

• Connect ideas and paragraphs effectively.

The writer used good transition techniques to move the reader back and forth between pros and cons.

Organization

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

The writer presented two sides of the curfew issue, and offered a possible solution, challenging the reader's thinking.

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 used powerful, emotional words to give the two sides equal weight. The writer understands the audience, and used words like "our freedom," "understandably," "safer," "not their cup of tea," in her appeal.

Sentence Fluency

Use a variety of sentence lengths and beginnings.

The writer varied sentence structure to strengthen the content: sentence beginnings vary from the simple subject/verb structure. Note how the shorter sentences at the end of the third paragraph have good impact. Asking a question in the fourth paragraph invites the reader to re-focus.

Voice

Show the person behind the words.

Appeal to the intended audience.

The writer created a relationship with the reader by asking questions and using phrases that suggest a personal connection.

• 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 reader move through text.

The writer produced an error-free final copy.