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less to do with amount than with the weight or power of the information that is
provided.
2.5.4 Style
Style is the control of language that is appropriate to the purpose, audience, and context of the writing task. The writer‘s style is evident through word choice
and sentence fluency. Skillful use of precise, purposeful vocabulary enhances the effectiveness of the composition through the use of appropriate words, phrases
and descriptions that engage the audience. Sentence fluency involves using a variety of sentence styles to establish effective relationships between and among
ideas, causes, andor statements appropriate to the task.
2.5.5 Conventions
Conventions involve correctness in sentence formation, usage, and mechanics. The writer has control of grammatical conventions that are appropriate to the
writing task. Errors, if present, do not impede the reader‘s understanding of the ideas conveyed.
2.6 How do the aspects help teachers?
Integrating the Features of Effective Writing into the planning, drafting, revising, editing, and publishing phases of the writing process helps teachers to
improve their writing instruction by:
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1-
Providing objective criteria for assessing student writing. When faced with a stack of papers to grade, teachers often slip into focusing on surface details or
aspects of writing that are easiest to grade. The Features help teachers to focus their comments, conferences, and direct instruction on the most critical features
of effective writing.
2-
Focusing direct writing instruction and conferences on the right feature at the right time. Rather than teaching a strict sequence of composition and grammar
lessons throughout the year, teachers can provide students with flexible instruction in the appropriate feature when they need it most during the writing
process. Teachers can teach lessons on focus and organization when students are planning their writing. During revision, teachers can provide lessons on
support and elaboration or style, or, if necessary, review focus or organization. Lessons on conventions can be reserved for the editing phase of the writing
process, as students prepare their work for sharing or publication.
3-
Giving equal weight and equal instructional priority to each feature. Focus and style are often neglected in writing lessons, while conventions and
organizations are widely taught — sometimes to excess. By giving equal
weight to the five Features, teachers can ensure that students receive the instruction they need to improve all aspects of their writing.
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2.7 How do the Aspects help students?
The Features of Effective Writing can help students to become better writers by:
1-
Allowing students to focus their attention on just one feature at a time. By reducing the cognitive demands of writing, students can focus on the aspect of
writing that is most important at each step of the writing process.
2-
Providing students with more opportunities to succeed by focusing on areas of strength as well as weakness. Evaluating student writing with five distinct
scores helps students to see themselves as multidimensional writers, with weaknesses and strengths. Students who are poor spellers can be recognized for
the quality of their ideas, while perfect spellers may realize that correct writing is not necessarily interesting writing. Students can learn to recognize their
strengths and work to improve their areas of weakness.
3-
Making expectations visible to students. When students know the criteria by which they will be evaluated, they no longer have to rely on the teacher to
make judgments about the quality of their writing. They can instead use the Features to revise their writing continually.
4-
Teaching students to become critical readers of their own writing. Students who are taught to diagnose and correct their own writing problems are on their
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way to becoming self-regulated, independent writers. By providing instructional support, including demonstrations of writing strategies, writing
―think-aloud,‖ guided practice in small-group settings, conferences with teacher and peers, and opportunities to transfer strategies to new contexts and
genres of writing; teachers can move students toward independence.
5-
Teaching students to become critical readers of the writing of others. Students can use the Features to evaluate
their peers‘ writing in order to give constructive feedback during conferences. Students can also learn to read
critically and evaluate the writing of professional authors and to appropriate their techniques.
2.8 PROCESS WRITING APPROACH
