| A | B |
|---|
| ideas | finding a clear, concise, simple, and original topic or message; uses the right amount of accurate and meaningful specifics |
| organization | clear and enticing beginning, middle, and ending; thoughtful transitions |
| voice | the writer sounds like the writer because of his or her use of distinctive, just-right words or phrases; the writer cares about the topic and it shows through his/her personal flavor and tone |
| word choice | specific, strong, and striking word use (verbs, adjectives, adverbs, similes, metaphors, alliteration |
| sentence fluency | sentences that flow together; sentences vary in length |
| conventions | punctuation, grammar, usage, and spelling; revise and edit |
| presentation | the way your writing looks (Handwriting and processing skills) |
| preview | become familiar with a text before you start to read |
| set a purpose | know why you are reading |
| connect | find something that you can personally relate to |
| use prior knowledge | recall what you already know about a subject |
| predict | guess what is going to happen next |
| visualize | get a clear mental picture of what is being described; play the movie in your head |
| monitor | check for your own understanding by questioning, clarifying, and evaluating |
| reread | go back and read it again |
| make inferences | make logical guesses by using the text evidence and your own knowledge |
