Three-Trait Model of Writing Assessment
The three writing traits
assessed in the Federal Way Public Schools are:
(Click a tab to view a
topic.)
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.
This icon indicates
a writing example (below)--click either the icon or the text to view it. Many
have areas highlighted to illustrate the points being examined. Use your browser's
/back/ feature to return to this page. (If your browser goes back too far,
click the model or process link at left that brought you here.)
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 opening
begins with a comment that makes the reader want to read more. It
sets a tone of eagerness.
Supporting Ideas
- Support the topic with
details, examples, and facts, without losing focus.
- Construct sequenced
paragraphs.
The supporting
sentences stay focused on the writer's desire to play his favorite video
game.
Closing
- Restate the topic in
a creative way, leaving the reader satisfied.
- Conclude with ideas
appropriate for the type of writing.
As in
the opening, the writer shows his kindness and decides to let the young
boy use his quarter to play the game.
Transitions
- Connect ideas and paragraphs
effectively.
Ideas
flow.
Organization
- Organize logically.
Give sense of completeness.
- Use appropriate organizational
structures (paragraphs, charts, diagrams).
Paragraphs
organize the desire, the frustration, and the play of the game.
Word Choice
Sentence Fluency
Voice
Word Choice
- Use powerful language appropriate
for the audience and purpose.
- The writer
uses words that create a picture for the reader.
- Choose words, tone, dialect to create
an effect.
- Experiment with figurative language
and sound patterns.
The writer
used a simile and a metaphor to create images in the reader's mind.
Sentence
Fluency
- Use a variety of sentence lengths
and beginnings.
The writer
experimented with varied sentence structures and beginnings.
Voice
- Show the person behind the words.
- Appeal to the intended audience.
The writer
used dialogue to show a sense of himself.
- 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, error-free final copy.
