EALR: 1. The student writes clearly and effectively.

Component 1:1
Develops concept and design.

1. Maintains a sharp focus throughout the work; focuses text to hold a reader's attention, to make a point, to tell a story, and/or to describe a process or phenomenon.
2. Approaches a topic in an individualized and purposeful way.
3. Sorts between useful information and trivial information.
4. Develops a topic, theme, or central metaphor with focused detail and content.
5. Controls emphasis, sequencing, focus, and transitions in a variety of genres.
6. Writes coherent paragraphs.
7. Develops analysis, synthesis, persuasion, exposition, and argument logically; demonstrates logic.

Component 1:2
Uses style appropriate to audience and purpose.

1. Recognizes voice; strengthens own voice.
2. Chooses words to convey intended message in a precise, interesting, and natural way.
3. Expands specialized vocabulary relevant to specific content areas.
4. Expands use of figurative language and poetic devices.
5. Applies connotation and denotation when choosing words.
6. Varies the complexity of sentence structure and cadence for effect.

Component 1:3
Applies writing conventions.

1. Uses standard writing conventions in final draft to enhance meaning and clarity; grammar/usage, capitalization, punctuation, and spelling.
2. Uses paragraphing and stanza division to reinforce text's organizational structure.
3. Writes legibly.

EALR: 2. The student writes in a variety of forms for different audiences and purposes.

Component 2:1
Writes for different audiences.

1. Identifies, anticipates, and meets the needs of chosen audiences.
2. Understands how a particular audience may interpret a text; incorporates the ideas into writing.

Component 2:2
Writes for different purposes.

1. Writes for a broad range of purposes including:

• to reflect upon own experiences.
• to experiment with language.
• to make inferences or draw conclusions.
• to present an analytical response to literature.
• to apply for jobs.
• to communicate research findings.
• to convent technical information.
• to pose a logical argument.

Component 2:3
Writes in a variety of forms.

1. Shows ability to write in a variety of forms and genres (letters, resumes, pamphlets, reports, experiments, directions, dramas, narratives, journals, poems, essays, and stories).
2. Interweaves elements of exposition, argumentation, and narration, using figurative and rhythmic language.

Component 2:4
Writes for career applications.

1. Practices particular writing skills required for occupational/career areas of interest.
2. Produces technical and non-technical documents such as homepages, research reports, job applications, or blueprints for career audiences.
3. Understands the importance of reference style and use it consistently when writing reports or technical documents.

EALR: 3. The student understands and uses the steps of the writing process.

Component 3:1
Prewrites

1. Generates ideas and plans writing independently.
2. Chooses an appropriate mode of expression.
3. Uses available tools and technology throughout the writing process.
4. Analyzes and synthesizes information from a variety of sources such as interviews, multimedia, books, and periodicals.

Component 3:2
Drafts

1. Formulates and organizes ideas independently.
2. Uses appropriate and effective transitions.
3. Presents argumentation by using clarity, coherency, and precision.
4. Drafts text that uses logical flow of ideas and relationships.

Component 3:3
Revises

1. Confers with others to improve text; incorporates valid suggestions from others.
2. Investigates additional information sources to improve text; uses appropriate language to enrich text and enhance style.
3. Revises writing for the traits:  Organization, Sentence Fluency, Word Choice, Ideas, and Voice.

Component 3:4
Edits

1. Uses a variety of reference technologies to further the purpose of writing.
2. Demonstrates skilled self-correction.
3. Refines text order to improve argument, flow of information, and logic.
4. Edits for the trait of Conventions.

Component 3:5
Publishes

1. Identifies and attempts to use viable markets and forums for specific pieces of writing.
2. Uses a variety of technological resources to produce a final product.
3. Produces a legible, professional-looking final product.

EALR: 4. The student analyzes and evaluates the effectiveness of written work.

Component 4:1
Assesses own strengths and needs for improvement.

1. Articulates both personal and established criteria to improve writing; defends choices which deviate from established criteria.
2. Assesses personal strengths and developmental needs as a writer.
3. Demonstrates knowledge of the qualities that make a piece of writing effective.
4. Evaluates writing using Six Trait Writing parameters.

Component 4:2
Seeks and offers feedback.

1. Seeks, evaluates, accepts, and applies appropriate feedback; maintains one's own vision.
2. Offers peers specific feedback.
3. Evaluates peers' work according to Six Trait Writing.