Six Traits of Effective WritingSix Traits of Effective Writing

Why Learn the Six Traits?Why Learn the Six Traits?

Provides language about writingProvides language about writing Saves assessment problems; grading Saves assessment problems; grading

one trait at the timeone trait at the time Offers support for the writing process; Offers support for the writing process;

building on the same core criteria.building on the same core criteria. Provides a foundation for real-world writingProvides a foundation for real-world writing Boosts test scoresBoosts test scores

The TraitsThe Traits

IdeasIdeas - the content, or main theme. Ideas are the heart - the content, or main theme. Ideas are the heart of the message. (topic, content)of the message. (topic, content)

OrganizationOrganization – the internal structure of the writing. – the internal structure of the writing. VoiceVoice – the personal voice of the author comes through – the personal voice of the author comes through

in the writing. It gives a sense of a real person speaking.in the writing. It gives a sense of a real person speaking. Word ChoiceWord Choice – the use of precise, colorful and rich – the use of precise, colorful and rich

words to communicate.words to communicate. Sentence FluencySentence Fluency – the writing flows together, often – the writing flows together, often

with a rhythm.with a rhythm. ConventionsConventions – mechanical correctness, including – mechanical correctness, including

spelling and grammar.spelling and grammar.

1010thth Grade Focus Grade Focus

Word choiceWord choice

VoiceVoice

Sentence FluencySentence Fluency

AssessmentAssessmentTwo Different MethodsTwo Different Methods

What we are doing!What we are doing!Holistic ApproachHolistic Approach Considers the use of Considers the use of

each trait throughout the each trait throughout the entire paper.entire paper.

Provides general Provides general feedback to students.feedback to students.

Strengths help to balance Strengths help to balance out weaknesses.out weaknesses.

SubjectiveSubjective Florida WritesFlorida Writes

Trait by TraitTrait by Trait Zooms in on one to two Zooms in on one to two

particular traits.particular traits. Provides more specific Provides more specific

feedback to students.feedback to students. Provides more teaching Provides more teaching

opportunities.opportunities. Allows students to focus Allows students to focus

on one skill at a time.on one skill at a time.

Trait by TraitTrait by TraitThe Six Point Writing GuideThe Six Point Writing Guide

Teacher and Teacher and Student-Friendly Student-Friendly

Rubrics!Rubrics!

Score 1 – Not yet. . . keep thinking.Score 1 – Not yet. . . keep thinking. Score 2 – Promising – hints of things to Score 2 – Promising – hints of things to

come. come. Score 3 – Almost – needs revision, but Score 3 – Almost – needs revision, but

has direction. has direction. Score 4 – Many strengths – just made it!Score 4 – Many strengths – just made it! Score 5 – VERY strong!Score 5 – VERY strong! Score 6 – WOW!! Memorable writing!Score 6 – WOW!! Memorable writing!

The Six-Points: Sink or SwimThe Six-Points: Sink or SwimPage 3Page 3

Sink or Swim???Sink or Swim???

Idea DevelopmentIdea Development

Select an idea (topic)Select an idea (topic) Narrow the idea (focus)Narrow the idea (focus) Elaborate on the idea (development)Elaborate on the idea (development) Discover the best information to convey the idea (details)Discover the best information to convey the idea (details)

Ideas - Score of 1Ideas - Score of 1The main point or thesis is not clear.The main point or thesis is not clear.

I definitely need way I definitely need way more information – but more information – but that’s tough when you that’s tough when you aren’t sure what your aren’t sure what your main topic or main point main topic or main point is.is.

I’m sure readers will be I’m sure readers will be left with questions.left with questions.

This is mostly a list with This is mostly a list with possible ideas – basically possible ideas – basically brainstorming brainstorming

I need to get focused. I need to get focused. Truth is – you won’t learn Truth is – you won’t learn

a thing from reading this. a thing from reading this. In fact, it is confusing and In fact, it is confusing and frustrating to read.frustrating to read.

Ideas - Score of 3Ideas - Score of 3My writing is clear – but not too detailed. It My writing is clear – but not too detailed. It

gives basic information.gives basic information. Maybe I didn’t answer Maybe I didn’t answer

every question a reader every question a reader would have, but you can would have, but you can figure it out.figure it out.

I included some support I included some support and details. I could use and details. I could use more, though. . .more, though. . .

I really need more I really need more information.information.

Most of my information is Most of my information is accurate, but I did guess accurate, but I did guess at a few things.at a few things.

You could learn one or You could learn one or two new things reading two new things reading this – I think.this – I think.

Ideas - Score of 5Ideas - Score of 5My writing is clear and focused. It provides My writing is clear and focused. It provides

all the information needed to answer the all the information needed to answer the reader’s questionsreader’s questions..

My paper is NOT just a My paper is NOT just a list. I have a main point list. I have a main point and I develop it and I develop it thoroughly.thoroughly.

I know a LOT about this I know a LOT about this topic. I am an expert.topic. I am an expert.

The information in my The information in my paper is accurate, paper is accurate, relevant, and interesting.relevant, and interesting.

You will learn something You will learn something from reading this.from reading this.

Ideas – What do you think?Ideas – What do you think?

I think we could improve our I think we could improve our community by cleaning up the streets, community by cleaning up the streets, because just about every street has trash because just about every street has trash on it and some streets are clean. Another on it and some streets are clean. Another way to clean up our community is to get way to clean up our community is to get people to clean up their yards. To clean people to clean up their yards. To clean up a community, you have to get people up a community, you have to get people involved and in today's society it is hard to involved and in today's society it is hard to get people involved because they are get people involved because they are busy.busy.

2 2 2 2 22 2 2 2 2

And the score is. . . And the score is. . .

2 2 2 2 22 2 2 2 2

And the score is. . . And the score is. . .

Ideas ActivityIdeas ActivityAdding Good Details Adding Good Details

My grandmother was a brave little girl.My grandmother was a brave little girl.

Detailed responseDetailed response

One day when my grandmother was One day when my grandmother was a little girl, she and her friends cut across a little girl, she and her friends cut across a pasture on the way home from school. a pasture on the way home from school. When a bull charged them, she turned, got When a bull charged them, she turned, got her friends behind her, pulled out her long her friends behind her, pulled out her long sewing scissors from her school bag, and sewing scissors from her school bag, and stuck them up the nostrils of the bull. He stuck them up the nostrils of the bull. He didn’t bother them anymore.didn’t bother them anymore.

You try!You try!Strong details, please!Strong details, please!

Each student add details and information Each student add details and information to the sentence. to the sentence.

Write the new description on the provided Write the new description on the provided card with marker.card with marker.

I will share description and the class will I will share description and the class will grade using the idea rubric.grade using the idea rubric.

Score for Ideas Score for Ideas

REMEMBER to score for ideas only!REMEMBER to score for ideas only!

OrganizationOrganizationStrong area for our students! Strong area for our students!

Putting things in an order that makes sensePutting things in an order that makes sense Making the main idea or thesis stand outMaking the main idea or thesis stand out Using leads, conclusions, and transitions to help Using leads, conclusions, and transitions to help

guide the reader’s thinkingguide the reader’s thinking

Organization - Score of 1Organization - Score of 1This paper is not organized yet – I can’t follow it This paper is not organized yet – I can’t follow it

myself!myself! I don’t have a real introduction. I just I don’t have a real introduction. I just

started writing.started writing. The order is hard to follow – even for me. The order is hard to follow – even for me.

It’s confusing. I think I repeated some It’s confusing. I think I repeated some information, and left important things out.information, and left important things out.

It’s hard to see how any of this connects to It’s hard to see how any of this connects to a main point.a main point.

There is no real conclusion. I just stopped There is no real conclusion. I just stopped writing when I ran out of things to say.writing when I ran out of things to say.

Organization - Score of 3Organization - Score of 3You can follow this paper if you read You can follow this paper if you read

carefully.carefully.

My introduction is clear – but maybe I didn’t get My introduction is clear – but maybe I didn’t get to the main point soon enough.to the main point soon enough.

The order isn’t too hard to follow, but I wandered The order isn’t too hard to follow, but I wandered off the topic once or twice – or skipped over off the topic once or twice – or skipped over important details.important details.

I may have stuck in a few details I didn’t need.I may have stuck in a few details I didn’t need. The paper has an ending, but I'm not sure it The paper has an ending, but I'm not sure it

wraps up my discussion or leaves you with an wraps up my discussion or leaves you with an important point to keep in mind.important point to keep in mind.

Organization - Score of 5Organization - Score of 5I I organized this paper so readers can easily organized this paper so readers can easily

follow it – and pick out the main pointfollow it – and pick out the main point

My introduction will catch your eye and let you My introduction will catch your eye and let you know what’s coming.know what’s coming.

I thought about what a reader would need to I thought about what a reader would need to know first, second, next and so on. You will find know first, second, next and so on. You will find this very easy to follow.this very easy to follow.

Each detail connects to my main point or thesis; Each detail connects to my main point or thesis; if it wasn’t relevant, I left it out.if it wasn’t relevant, I left it out.

My ending should answer any last questions you My ending should answer any last questions you might have – or leave you with an important might have – or leave you with an important thought.thought.

Organization – What do you think?Organization – What do you think?Who wants to read??Who wants to read??

My community is in need of a big My community is in need of a big improvement. We need to get our road improvement. We need to get our road system expanded. I go to drive my car, system expanded. I go to drive my car, I have to cause damage to my tires, I have to cause damage to my tires, because of hitting this huge pot hole in because of hitting this huge pot hole in the street. We have huge potholes. the street. We have huge potholes. Our streets need to be remade. The Our streets need to be remade. The problems that we face could be problems that we face could be conquered with the help of you all.conquered with the help of you all.

2 2 2 2 2 22 2 2 2 2 2

And the score is . . . And the score is . . .

Organization ActivityOrganization ActivityLego LessonLego Lesson

1.1. Using the Legos provided, design a structure.Using the Legos provided, design a structure.

2.2. Write detailed directions for the assembly of Write detailed directions for the assembly of your design.your design.

3.3. Disassemble your structure and place Disassemble your structure and place directions inside the bag with your Legos.directions inside the bag with your Legos.

4.4. Exchange bags with another group.Exchange bags with another group.

5.5. Follow the direction to build the structure.Follow the direction to build the structure.

6.6. Provide written feedback about the directions. Provide written feedback about the directions.

Score for OrganizationScore for Organization

Remember to score for organization only!Remember to score for organization only!

Please add notes to your partner’s paper Please add notes to your partner’s paper about the points that confused you.about the points that confused you.

Voice and ToneVoice and Tone

Making the writing individual Making the writing individual Connecting to an audience; soul of the writingConnecting to an audience; soul of the writing Ensuring that the voice is right for the topic and purposeEnsuring that the voice is right for the topic and purpose The “Golden Thread” that runs through a piece.The “Golden Thread” that runs through a piece.

Most helpful advice to students!Most helpful advice to students!

Don’t write like an encyclopedia article!Don’t write like an encyclopedia article!

Voice and Tone - Score of 1Voice and Tone - Score of 1I’m not wild about this topic – and I’m not sure who I’m not wild about this topic – and I’m not sure who my audience is, either. Who cares? Does voice my audience is, either. Who cares? Does voice

matter all that much?matter all that much? This does not sound like This does not sound like

me. It sounds like an me. It sounds like an infomercial.infomercial.

That was a boring topic! That was a boring topic! Honestly, I am glad this Honestly, I am glad this paper is over.paper is over.

You won’t find one shred You won’t find one shred of enthusiasm or of enthusiasm or confidence in here. Blah, confidence in here. Blah, blah, blah. . . blah, blah. . .

What?! I put in too much What?! I put in too much voice for a technical voice for a technical piece? Well, who knew?piece? Well, who knew?

Voice and Tone - Score of 3Voice and Tone - Score of 3The voice is pleasant and sincere. Enthusiastic? The voice is pleasant and sincere. Enthusiastic?

Engaged? Well, I didn't get carried awayEngaged? Well, I didn't get carried away.. Does the tone fit the topic and audience? Does the tone fit the topic and audience?

Probably – most of the time.Probably – most of the time. Sometimes this has an individual sound – Sometimes this has an individual sound –

sometimes it’s more like an encyclopedia or sometimes it’s more like an encyclopedia or brochure. An O.K. voice for and O.K. topic.brochure. An O.K. voice for and O.K. topic.

More knowledge would give me some More knowledge would give me some confidence – that would bring out my voice!confidence – that would bring out my voice!

Was this too formal – or too informal? Was this too formal – or too informal? Sometimes I wasn’t sure.Sometimes I wasn’t sure.

Voice and Tone - Score of 5Voice and Tone - Score of 5My enthusiasm for this topic shines through My enthusiasm for this topic shines through

without overpowering the message. It’s individual, without overpowering the message. It’s individual, too!too!

The tone is just right for this topic and this audience. In business or The tone is just right for this topic and this audience. In business or technical writing, the tone is courteous, upbeat, and professional.technical writing, the tone is courteous, upbeat, and professional.

Maybe you thought this topic was boring – well you won’t once you Maybe you thought this topic was boring – well you won’t once you read my paper!read my paper!

I know enough about this topic to sound confident – that’s I know enough about this topic to sound confident – that’s informational voice. What’s more, this writing has my own informational voice. What’s more, this writing has my own individual stamp on it.individual stamp on it.

Voice – What do you think?Voice – What do you think?We were supposed to go to Yellowstone Park. We were supposed to go to Yellowstone Park.

Well, actually, we did but just barely. I think we hold the Well, actually, we did but just barely. I think we hold the world’s record for shortest time spent in the park. This world’s record for shortest time spent in the park. This was all due to my mother’s new attitude toward animals. was all due to my mother’s new attitude toward animals. The night before Yellowstone we stayed in a cabin on The night before Yellowstone we stayed in a cabin on the edge of the park. It had a lot of mice, but most of the edge of the park. It had a lot of mice, but most of them had the good sense to stay hidden in the walls. them had the good sense to stay hidden in the walls. One poor furry guy had a death wish and showed One poor furry guy had a death wish and showed himself. The whole family went into action. My father himself. The whole family went into action. My father got a broom which looked like an oversized weapon for a got a broom which looked like an oversized weapon for a mouse. My mother hugged her pink flannel nightgown mouse. My mother hugged her pink flannel nightgown around her knees, jumped up on a wood chair and around her knees, jumped up on a wood chair and started shrieking. . . . started shrieking. . . .

6 6 6 6 6 66 6 6 6 6 6

And the score is . . . And the score is . . .

Voice ActivityVoice ActivityThe Art of the Excuse NoteThe Art of the Excuse Note

Read a selection out of Frank McCourt’s Read a selection out of Frank McCourt’s Teacher Man. Teacher Man.

Write an excuse note for your future child. Write an excuse note for your future child. He or she is in (an ancient) Mrs. Griffith’s He or she is in (an ancient) Mrs. Griffith’s class and you would like me to give he or class and you would like me to give he or she another chance . . .she another chance . . .

Word ChoiceWord Choice

Using the right words – and using them correctlyUsing the right words – and using them correctly Choosing language to help a reader understand Choosing language to help a reader understand

the topic or messagethe topic or message Getting specificGetting specific

Word Choice - Score of 1Word Choice - Score of 1I did not have the vocabulary to write intelligently I did not have the vocabulary to write intelligently

about this topicabout this topic.. The language is too vagueThe language is too vague Sometimes, my word choice obscures the Sometimes, my word choice obscures the

meaning instead of clarifying.meaning instead of clarifying. I didn’t bother defining terms or struggling I didn’t bother defining terms or struggling

to find the right meaning, it takes too much to find the right meaning, it takes too much time.time.

This writing is too simple. My word choice This writing is too simple. My word choice is not impressive at all.is not impressive at all.

Word Choice - Score of 3 Word Choice - Score of 3 Most of my words are used correctly and they Most of my words are used correctly and they make my general message clear.make my general message clear.

I’m not completely at home with the terminology I’m not completely at home with the terminology of this content area – so maybe I stumbled a of this content area – so maybe I stumbled a little or misused some words.little or misused some words.

Some language was a little too general. Now Some language was a little too general. Now and then I forgot to define a term for my readers.and then I forgot to define a term for my readers.

I couldn’t resist showing off a little with a new I couldn’t resist showing off a little with a new word (maybe I didn’t know the exact meaning) or word (maybe I didn’t know the exact meaning) or a technical term.a technical term.

I think you will understand most of this writing.I think you will understand most of this writing.

Word Choice - Score of 5 Word Choice - Score of 5 I chose words to make my meaning clear and I chose words to make my meaning clear and convey just the right message to my audienceconvey just the right message to my audience ..

I know the terminology that goes with this I know the terminology that goes with this topic – you can tell.topic – you can tell.

I tried to use language that would help I tried to use language that would help readers understand my message/topic – readers understand my message/topic – and explained any difficult, unusual terms.and explained any difficult, unusual terms.

Since I wasn’t trying to show off, I did not Since I wasn’t trying to show off, I did not use jargon or overly technical terms. I did use jargon or overly technical terms. I did not write to show, off; I wrote to be clear.not write to show, off; I wrote to be clear.

Word Choice – What do you think?Word Choice – What do you think?Look at your rubric.Look at your rubric.

When I was a little girl my grandma When I was a little girl my grandma would lull me to sleep by singing me a would lull me to sleep by singing me a song. One of my favorites was a ballad song. One of my favorites was a ballad about how a little piece of heaven fell about how a little piece of heaven fell down to earth. This enchanted fragment down to earth. This enchanted fragment landed in the ocean, and from it sprang a landed in the ocean, and from it sprang a green and luscious land. It was a place green and luscious land. It was a place covered with misty mountains and covered with misty mountains and beautiful meadows.beautiful meadows.

6 6 6 6 6 66 6 6 6 6 6

And the score is . . .And the score is . . .

Word Choice ActivityWord Choice ActivityConnecting with a kiss!Connecting with a kiss!

That is, A Hershey’s Kiss!That is, A Hershey’s Kiss!Make a list!Make a list!

1.1. LOOK at your kiss.LOOK at your kiss.

2.2. TOUCH and UNWRAP your kiss.TOUCH and UNWRAP your kiss.

3.3. SAVOR your kiss.SAVOR your kiss. SizeSize ShapeShape ColorColor OdorOdor WrapperWrapper Unusual FeatureUnusual Feature

SimileSimile

Hershey’s KissHershey’s Kiss

Now, write a unified paragraph about your Now, write a unified paragraph about your kiss experience. kiss experience.

Score for Word ChoiceScore for Word Choice

Share some paragraphsShare some paragraphs

Remember to score for word choice only!Remember to score for word choice only!

Sentence FluencySentence Fluency

• Making it readable, smooth, direct, grammaticalMaking it readable, smooth, direct, grammatical• Making every sentence count; graceful; musicalMaking every sentence count; graceful; musical• Going for clarity; flows; free of awkward word Going for clarity; flows; free of awkward word

patterns; reading with your ears! Fragments?patterns; reading with your ears! Fragments?

Here is what can happen if you Here is what can happen if you don’t learn how to use effective don’t learn how to use effective

sentence fluency!sentence fluency!

Sentence Fluency - Score of 1Sentence Fluency - Score of 1Some sentences are unclear, ungrammatical, or Some sentences are unclear, ungrammatical, or

bothboth.. Not all sentences are clearly worded. I have to re-read Not all sentences are clearly worded. I have to re-read

them myself to make sense of them.them myself to make sense of them. I almost never think to use connecting phrases or I almost never think to use connecting phrases or

transitions.transitions.EXAMPLES: In response to your question . . . For this EXAMPLES: In response to your question . . . For this

reason. . . At this time. . . As a result. . . reason. . . At this time. . . As a result. . . Some sentences are so long and complicated that even I Some sentences are so long and complicated that even I

get lost. Others are so short they sound – well – almost get lost. Others are so short they sound – well – almost impolite.impolite.

Face it – this is tough to read even if you pay close Face it – this is tough to read even if you pay close attention. I think a lot of readers would just give up.attention. I think a lot of readers would just give up.

Sentence Fluency - Score of 3Sentence Fluency - Score of 3My sentences are readable and (for the most part) My sentences are readable and (for the most part)

grammatically correct.grammatically correct. Some sentences are a bit long and Some sentences are a bit long and

tangled. Others are too short. Most make tangled. Others are too short. Most make sense, though.sense, though.

Clarity? Well, a few connecting words Clarity? Well, a few connecting words would have helped.would have helped.

If you read carefully, you can follow my If you read carefully, you can follow my main ideas.main ideas.

Sentence Fluency - Score of 5Sentence Fluency - Score of 5My sentences are readable, complete, My sentences are readable, complete,

grammatically correct and to the point. I waste no grammatically correct and to the point. I waste no words.words.

My main concern is clarity; every sentence My main concern is clarity; every sentence makes sense.makes sense.

Though I varied sentence length for Though I varied sentence length for readability, most are fairly short and direct.readability, most are fairly short and direct.

It is easy to read through this text quickly It is easy to read through this text quickly without missing a single key point.without missing a single key point.

I use connecting words and transitions.I use connecting words and transitions.

Sentence Fluency – What do you Sentence Fluency – What do you think?think?

I looked outside. I saw it I looked outside. I saw it was raining. I got my umbrella. I was raining. I got my umbrella. I got my raincoat. I got my boots. I got my raincoat. I got my boots. I did not want to get wet. I was did not want to get wet. I was ready for a rainy day. I took off ready for a rainy day. I took off for school.for school.

3 3 3 3 3 33 3 3 3 3 3

And the score is. . . . And the score is. . . .

Sentence Fluency Activity Sentence Fluency Activity Phone MessagesPhone Messages

Imagine calling a local business and getting the following Imagine calling a local business and getting the following recorded messages.recorded messages.

““We’re not here. Leave your name. We’ll phone back.”We’re not here. Leave your name. We’ll phone back.”OROR

““Thank you for phoning Anderson Heating and Light, and Thank you for phoning Anderson Heating and Light, and please know that despite the many calls we receive, we please know that despite the many calls we receive, we really appreciate your very special, individual call, and want really appreciate your very special, individual call, and want to maintain a connection with you?”to maintain a connection with you?”

Rewrite the phone message. Use sentence fluency to strike a Rewrite the phone message. Use sentence fluency to strike a balance between terse and verbose. balance between terse and verbose.

Write-AroundWrite-Around

Divide students into groups.Divide students into groups. Each student needs a clean sheet of paper.Each student needs a clean sheet of paper. Each person writes a one-sentence lead on any Each person writes a one-sentence lead on any

topic. (story, essay, argument)topic. (story, essay, argument) Whenever everyone has written one sentence, Whenever everyone has written one sentence,

pass all papers to the left.pass all papers to the left. Continue passing the paper until the piece Continue passing the paper until the piece

reflects the number of students in the group.reflects the number of students in the group.

Scoring for Sentence FluencyScoring for Sentence Fluency

Remember to score for sentence fluency only.Remember to score for sentence fluency only.

ConventionsConventions

Editing, proofreadingEditing, proofreading Going over layout to ensure information is Going over layout to ensure information is

effectively presentedeffectively presented Checking citations if sources are usedChecking citations if sources are used

Conventions - Score of 1Conventions - Score of 1I don’t know conventions that well- and this needs I don’t know conventions that well- and this needs

editing.editing. This piece needs editing – LOTS of it! I This piece needs editing – LOTS of it! I

can see many errors just glancing through.can see many errors just glancing through. Commonly used words are misspelled.Commonly used words are misspelled. Lacking basic punctuation.Lacking basic punctuation.

Conventions - Score of 3Conventions - Score of 3You won’t find glaring errors here. You won’t find glaring errors here. My conventions are pretty good. Hey – My conventions are pretty good. Hey –

nobody’s perfect.nobody’s perfect. Commonly used words are spelled Commonly used words are spelled

correctly, although there may be correctly, although there may be occasional misspelled words.occasional misspelled words.

Basic punctuation rules are followed.Basic punctuation rules are followed. Formal? Informal? Well – I never knew Formal? Informal? Well – I never knew

there was a difference.there was a difference.

Conventions - Score of 5 Conventions - Score of 5 The text is edited and essentially The text is edited and essentially

correct. correct. Conventions are under control. You will Conventions are under control. You will

not find many errors.not find many errors. Spelling is accurate.Spelling is accurate. Punctuation is used to enhance writing.Punctuation is used to enhance writing.

Conventions – What do you think?Conventions – What do you think?

Dear Director of Admission’s,Dear Director of Admission’s,

Did you receive my application. Please advise me if ti was Did you receive my application. Please advise me if ti was not enclosed in the envelope. not enclosed in the envelope.

I am so excited about the possibility of coming to I am so excited about the possibility of coming to Binghamton! I have been looking forward to becoming a Binghamton! I have been looking forward to becoming a Birmingham student since I was in the fourth grade! I have been to Birmingham student since I was in the fourth grade! I have been to your campus six time’s in the last year. The fall color’s were your campus six time’s in the last year. The fall color’s were absolutely amazing!absolutely amazing!

I hope everything is in order? I am very much hoping to be I hope everything is in order? I am very much hoping to be part of this years class. I look forward to hearing from you soon!part of this years class. I look forward to hearing from you soon!

SincerelySincerely

Shirley A. FavritShirley A. Favrit

2 2 2 2 2 2 2 2 2 2 2 2 2 2

And the score is . . .And the score is . . .

Conventions ActivityConventions Activity

Some activities in the book: p. 238.Some activities in the book: p. 238.

The Must-Know, No Excuses Little ThingsThe Must-Know, No Excuses Little Things

Page Page

Score for ConventionsScore for Conventions

Remember to score for conventions only.Remember to score for conventions only.