[破题策略] The Five Features of Effective Writing [复制链接]

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电梯直达

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发表于 2003-7-13 09:28:42 |只看该作者 |倒序浏览

注：发出来忽然好象感觉这个帖子发过是不是？...
虽然上面只是说，针对K-12 等程度的来说，但是这个说的是英语国家的。看好多朋友的文章以后，感觉，很多人写文章的时候都没有注意这5个方面。所以使文章看起来很模糊，没有说服力，或者没有中心的感觉。
还有另外一个建议就是，多看几遍: the elements of style，看多了，英文写作的规矩也就知道了。很多不规范的地方也慢慢的知道怎么改正了。否则，思想差距不大，却因为一些英文写作规则不清楚的原因让自己的文章失分，多不值得。^_^

正文：

The Five Features of Effective Writing

In assessing students' responses to writing prompts on the grade 4, 7, and 10 North Carolina writing assessments, five features are considered: focus, organization, support and elaboration, style, and conventions. These five features are a good foundation for all effective writing, and DPI and LEARN NC now recommend that K-12 writing instruction take them into account.

For each of the five features of effective writing, we have provided a brief explanation from DPI, below. With DPI, we are now in the process of developing articles that explain the five features and lesson plans to teach them at grades 4, 7, and 10. Some of these articles and lesson plans are linked below, after each feature's explanation; the rest will be added in spring and summer 2003.

Focus
Organization
Support and Elaboration
Style
Conventions

Focus
Focus is the topic/subject established by the writer in response to the writing task. The writer must clearly establish a focus as he/she fulfills the assignment of the prompt. If the writer retreats from the subject matter presented in the prompt or addresses it too broadly, the focus is weakened. The writer may effectively use an inductive organizational plan which does not actually identify the subject matter at the beginning and may not literally identify the subject matter at all. The presence, therefore, of a focus must be determined in light of the method of development chosen by the writer. If the reader is confused about the subject matter, the writer has not effectively established a focus. If the reader is engaged and not confused, the writer probably has been effective in establishing a focus.

Lesson plans: elementary | middle | secondary

Organization
Organization is the progression, relatedness, and completeness of ideas. The writer establishes for the reader a well-organized composition, which exhibits a constancy of purpose through the development of elements forming an effective beginning, middle, and end. The response demonstrates a clear progression of related ideas and /or events and is unified and complete.

Lesson plans: elementary | middle | secondary

Support and Elaboration
Support and Elaboration is the extension and development of the topic/subject. The writer provides sufficient elaboration to present the ideas and/or events clearly. Two important concepts in determining whether details are supportive are the concepts of relatedness and sufficiency. To be supportive of the subject matter, details must be related to the focus of the response. Relatedness has to do with the directness of the relationship that the writer establishes between the information and the subject matter. Supporting details should be relevant and clear. The writer must present his/her ideas with enough power and clarity to cause the support to be sufficient. Effective use of concrete, specific details strengthens the power of the response. Insufficiency is often characterized by undeveloped details, redundancy, and the repetitious paraphrasing of the same point. Sufficiency has less to do with amount than with the weight or power of the information that is provided.

Lesson plans: elementary | middle | secondary

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, and/or statements appropriate to the task.

Lesson plans: elementary | middle | secondary

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.

Further explanation:

Writing Conventions: This chart, adapted from DPI, details the aspects of grammatical conventions (sentence formation, usage, and mechanics) and provides examples of common errors for each.

Lesson plans: elementary | middle | secondary

from: www.learnnc.org