EALR: 1. The student understands and personalizes the writing process.

Component 1:1
Develops the concept and design of written language.

1. Maintains focus throughout the work; begins to develop text to hold a reader's attention, to make a point, to tell a story, and/or to describe a process.
2. Gathers information and approaches a topic in an individualized way.
3. Sorts between useful and trivial information.
4. Develops a thesis with attention to detail and content.
5. Explores emphasis, sequencing, and transitions in a variety of genres such as narrative and expository.

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

1. Identifies voice appropriate to genre; strengthens and modifies voice as appropriate.
2. Chooses precise language to convey an intended message in an interesting and natural way.
3. Uses specialized vocabulary appropriate to genre and audience.
4. Utilizes figurative language and sound patterns as needed.
5. Utilizes appropriate words specific to purpose.
6. Varies sentence length, structure, and complexity to engage reader.

Component 1:3
Applies writing conventions.

1. Proofreads for grammar/usage, capitalization, punctuation, and spelling.
2. Uses paragraphing and stanza division appropriately.
3. Uses table of contents, title, subtitles, and reference notations when appropriate.

EALR: 2. The student analyzes and evaluates various forms of literature as models of writing.

Component 2:1
Writes for different audiences.

1. Identifies and meets the needs of a chosen audience.

Component 2:2
Writes for different purposes.

1. Writes for an extended range of purposes (i.e., compare/contrast, persuade, describe, inform).

Component 2:3
Writes in a variety of forms.

1. Writes in a variety of forms and genres (narratives, journals, poems, essays, stories, research reports, directions, and dramas).
2. Evaluates components of exposition, argumentation, and narration.

Component 2:4
Writes for career applications.

1. Uses technical writing skills tailored to employment or career interests.
2. Uses technology to produce documents such as research reports or spread sheets for career audiences.

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

Component 3:1
Prewrites (generate ideas and gather information).

1. Generates ideas and chooses an appropriate mode of expression.
2. Utilizes available tools and technology to enhance the writing process.
3. Gathers information from a variety of sources and begins to synthesize information to create a unique document.

Component 3:2
Drafts (elaborate on ideas and find supporting ideas).

1. Formulates and constructs ideas.
2. Organizes writing.
3. Writes, using clarity and precision.
4. Describes and labels drawings.

Component 3:3
Revises (add to previous work).

1. Confers with others to improve text.
2. Adds and deletes information, words, and graphics to enhance text.
3. Revises writing for the traits:  Organization, Sentence Fluency, Word Choice, Ideas, and Voice.

Component 3:4
Edits (use conventional or personal spelling).

1. Corrects mechanical and semantic errors.
2. Adjusts word choice and sentence structure.
3. Edits for the trait of conventions.

Component 3:5
Publishes (share with others).

1. Produces a polished 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. Examines own strengths and developmental needs as a writer.
2. Studies qualities that make a piece of writing effective.
3. Evaluates writing with Six Trait Writing parameters.

Component 4:2
Seeks and offers feedback.

1. Seeks and accepts feedback to revise writing according to Six Trait model.
2. Offers feedback on others' writing with regard to concept, design, style, and conventions.
3. Evaluates others' work according to Six Trait Writing.