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List-Subscribe: List-Digest: List-Unsubscribe: Message-Id: 6Traits Digest #40 - Thursday, July 29, 1999 Sentences Fluency Rubric by "Cara" Examples by "Herbert Kissell" assignment/examples by "Robin" Re: 6Traits- ****Sentence Fluency**** Examples #5 - 6 by "dennis.ada.swanson" Re: 6Traits- Question about sentence fluency..... by "dennis.ada.swanson" Sentence Fluency by "Donald Mattoon" Fluency Assignment by "Debbie SoS" Re: 6Traits- 6Traits - ***Sentency Fluency #1 - 7/26/99*** by "Dale Fulton" Re: 6Traits- ***Sentence Fluency*** Example #1 - 7/28/99 by "Dale Fulton" Re: 6Traits- ****Sentence Fluency**** Example #2 by "Dale Fulton" Re: 6Traits- ****Sentence Fluency**** Examples #3 and 4 by "Dale Fulton" ---------------------------------------------------------------------- Subject: Sentences Fluency Rubric From: Cara Date: Thu, 29 Jul 1999 07:02:07 -0500 Level - 1 - Beginning (Not Yet) *difficult to follow* or to read aloud *disjointed, incomplete, very awkward, confusing, or rambling sentences* *confusing* word order that is often jarring and *irregular* Level 2 - Emerging <> *significant portions* are difficult to follow or read aloud significant number of *awkward, choppy or rambling constructions* sentence patterns that are *monotonous* Level 3 - Developing <> *some* passages invite fluid oral reading *mechanical* rather than fluid falls into *repetitive patterns* *good control* over simple sentence structures *little control* over more complex sentences Level 4 - Competent <> *natural* sound and flow, but may lack a certain rhythm and grace connections may be *less than fluid* sentence patterns are *somewhat varied* *strong control* over simple sentence structures *variable control* over more complex sentences Level 5 - Experienced <> *easy* flow and rhythm sentences are *carefully crafted* *strong and varied structure* that adds interest *control* over sentence structure Level 6 - WOW! <> *effective* flow and rhythm sentences show a high degree of *craftmanship* *consistently* strong and *extensively varied* structure *strong control* over sentence structure -- Cara Deb 2nd Grade 2nd Grade Kansas City, Missouri Ontario, Canada mailto:nature1@swbell.net mailto:debrastin@hotmail.com ---------------------------------------------------------------------- Subject: Examples From: Herbert Kissell Date: Thu, 29 Jul 1999 07:41:42 -0500 Example #1 - I loved this story and would like to meet this woman. I thought the writing exceptional but not a WOW, written as a news item. It flowed in places, but was choppy in others. I gave it a 5 Example #2 - I have a tendency to grade according to age level and this obviously was written by a teen ager. I like the way it flowed - the varied sentence length. I am sure her purse being five feet from her was explained during the snip?? I did not like the last sentence - it didnt hit me as it should, so i gave it a low 6. For the age level, it was beautiful. But what really got me was moving to example #3. These two are the same age?? Now that's a WOW. I gave #3 a 3, tending to be mechanical and awkward in places. After I read they were the same age, I felt I should go back and bump up the girl on the beach and lower the Cat piece. lol Example #4 - Grampa George was a 4 to me. It was competent, but no grace, rhythm. Obviously not written by a high paying ad agency. Example#5 - was competent and i gave it a 4. Followed in the Grampa George category.(And those were adults who wrote George??) Sentence structure was simple, not complex. Example #6 - I would like to meet this one. He made me laugh. When i read a piece and I can hear the author reading his own words, I know the author is on the right track. Maybe this is one where there is great voice, but the sentence structure is still developing. I gave it a 3 -4. ---------------------------------------------------------------------- Subject: assignment/examples From: Robin Date: Thu, 29 Jul 1999 09:13:43 -0400 Level One: Difficult to follow or read aloud incomplete, rambling, or very awkward sentence structure that frequently obscures meaning Level 2: choppy or rambling awkward constructions force reader to slow down rambling constructions Level 3 mechanical rather than fluid variety in sentence structure lack energy Level 4 connections between phrases or sentences may be less fluid natural sound, may lack a certain rhythm and grace occasional lapses in stylistic control Level 5 easy flow and rhythm Natural fluent sound, sentence structur that enhances meaning Level 6 effective flow and rhythm natural fluent sound high degree of craftmanship Examples: #1=3D=3D 4 natural sound, lacks rhythm and grace in spots #2 =3D=3D 2...choppy, parts are hard to follow # 3 =3D=3D 2 ... also choppy and awkward #4 =3D=3D 4 flows natural sound #5 =3D=3D=3D 3 mechanicl, simple sentence structure #6 =3D=3D 1 difficult to follow, choppy Sent this on my own. Haven't heard from other memeber of my group in a couple of weeks. Where are you???? Robin 6th grade North Carolina ---------------------------------------------------------------------- Subject: Re: 6Traits- ****Sentence Fluency**** Examples #5 - 6 From: "dennis.ada.swanson" Date: Thu, 29 Jul 1999 10:09:47 -0400 Example # 1 had a great subject. As someone else said, I would love to meet this woman...have her be my children's grandmother... a teacher of my children if I had any that young. But the writer seemed to have interviewed Celesta, and the resulting article was at times engaging, and at times stilted with awkward transitions from paragraph to paragraph....I felt it was lacking in sentence fluency in many places. The true character of Celesta shone through, but the piece appears to be one that needs to be put aside, t hen reworked later to see how to improve it...like it was the first copy to get ideas down and start the real process. I don't think this should be the finished piece, and it has LOTS of potential... I would give it a 4 as a progressing piece. Example #2 This example again has some real potential. It appears to be a new/emerging writer who is looking for and trying out different ways to describe happenings so the words show, not tell. At times it seemed contrived...or that the person was trying too hard...or hadn't found the right words...or something. Many times they had found the right words... sometimes the sentences flowed, and sometimes they did not. Developing writer and the piece has real potential...I give it a 4. Example 3 I give this one a low 3. It is choppy, too listy, and no engagement of the reader (or the writer, for that matter..just fulfilling an assignment, perhaps... or writing to fill up a journal page....OR this is the fodder for some real conferencing opportunities. Ex #4 It sounds like a product a quilter should definitely have in their basket of supplies. However, I brought some knowledge to the topic and could fill in areas of thought when needed. Just the beginning title has !! instead of perhaps ?! Sentence fluency, for me, seems to be affected by punctuation as it signals to me how to read that part... Also, there seemed to be a couple of jumps from one sentence to the next, like there were little parts missing. Perhaps because it was an ad, they were trying to be selective in the description, but it didn't flow for me. I give it a 3or 3 plus. Ex #5 If a student wrote this, it is a good retelling of what that group did. The last sentence in the first paragraph has grammar/structural errors that made me go back and read it a couple of times to make it right. Many of the sentences start the same, "It was also..." so it seems as if the student was following a format that was provided to be sure to include everything. For a student, it is pretty good...but it is a developing student and the piece leaves me a little flat. I was NOT engaged in the text because of any great sentence fluency. I give it a 3-4. Ex # 6 The Bike YOUNG/beginning author who likes his bike and is NOT going to willingly let his sibling borrow it! I got the message...but this writer is emerging...short choppy sentences, grammar a little off-putting, ideas crammed into one paragraph instead of developed. I give it a 2 or 2 plus...again, some conferencing could help this piece a lot...and some experience writing. Ada "We are all works in progress!" "Where there's will, there's a way!" first grade North Syracuse, New York -----Original Message----- From: Fran Regos To: 6Traits@ <6Traits@> Date: July 28, 1999 1:16 PM Subject: 6Traits- ****Sentence Fluency**** Examples #5 - 6 >Example #5 - Let's try another non-fiction piece. This is part of a = report >from one class who did the apple experiment last year. We had permission >to post this on the web page, so I think it's alright to post it here for >this group. > >"Conclusion: > > The purpose of this experiment was to see the rate of evaporation of the >juices of an apple. One apple would be chopped, another peeled and the >last was left untouched. > > My group first picked our apple. The apple was called Royal Gala. = After >that, we peeled the skin off one apple, chopped the other apple into 8 >pieces, and left the last apple alone. My group recorded the data by >weighing the apples for 5 days, and writing their weight down on a chart. > > We observed that the chopped apple lost the most weight in 5 days. It >lost 68-1/2 grams. On the 5th day, the chopped apple was squishy, brown, >and soft. It was also starting to grow mold. The peeled apple lost a = lot >of weight, too, but not as much as the chapped apple. It lost 52-1/2 >grams. On the 5th day, the peeled apple was soft, squishy, and brown. = It >was also letting out its juices, because, when we put the apple on the >paper towel, the paper towel was wet. It was also growing mold. The >untouched apple lost the least amount of weight. It only lost 2 grams. = On >the 5th day, the untouched apple was in perfect condition. The apple was >still firm. > > In my hypothesis, I wrote that the peeled apple would lose its juices >quicker, but I was wrong, the chopped apple lost the most juices overall. > > I conclude that the chopped apple lost the most juice, and the untouched >apple lost the least amount of juice." > >Example #6 - My bike > >I got a bike for my birthday. It is red. It is shiny. I can go rilly >fast on it. My brother wants to ride it, but say no. Let him get his own >bike. He will break mine. He breaks everything. My dad bought my bike. >He brung it to my mom's house in the back of his truck. I am happy about >my bike. > > > >-- >To unsubscribe, send any message at all to: >6Traits-off@. > > ---------------------------------------------------------------------- Subject: Re: 6Traits- Question about sentence fluency..... From: "dennis.ada.swanson" Date: Thu, 29 Jul 1999 10:41:56 -0400 I am certainly in the category of learning...and it is difficult sometimes to separate the traits...especially when you are engaged in the text...in the case of the sled almost (hopefully NOT) being hit by a car, other emotions and feelings get first attention. It helps me to have the rubric right there so I can keep checking back to see WHAT I am looking for. A different comment here - I am affected by the age of the author more than I probably should be. Like in our examples, the piece about the woman going to the beach...I felt it was an older person, but it could be someone in their teens. I work with 6 year olds, and I have to help myself remember that. A piece can have other strong traits that carry it and that engage you, but using the rubric and referring to it often is the ONLY thing that helps me stick to that trait... and I think I needed to refer to it mor this last time. The more traits we explore, the harder it gets, I think. Don't feel like you are the only one who get confused! :) Ada "We are all works in progress!" "Where there's will, there's a way!" first grade North Syracuse, New York -----Original Message----- From: Mary and Greg Gervais To: SixTraitsMailring <6Traits@> Date: July 28, 1999 7:44 PM Subject: Re: 6Traits- Question about sentence fluency..... >Help!! >I just found this excerpt in a book that I'm reading. I'm starting to >get all the traits mixed up. Is this excerpt sentence fluency, word >choice or something else? > >This is from a book that my husband just finished reading for a >leadership development class. If you are looking for something to read >try this. It's a fantastic book that helps you to reflect on your life >and what is important to you. > >Here is the excerpt....your help would be appreciated!! > >Tuesdays with Morrie -by Mitch Albom > >"We see it coming, down the street to our left. We scream and try to >steer away, but the runners do not move. The driver slams his horn and >hits his brakes, and we do what all kids do: we jump off. In our hooded >parkas, we rool like logs down the cold, wet snow, thinking the next >thing to touch us will be the heard rubber of a car tire. We are yelling >"AHHHHHH" and we are tingling with fear, turning over and over, the >world upside down, right side up, upside down." > >Thanks- >Mary G. >Primary >Everett, WA > >-- >To unsubscribe, send any message at all to: >6Traits-off@. > > ---------------------------------------------------------------------- Subject: Sentence Fluency From: "Donald Mattoon" Date: Thu, 29 Jul 1999 09:57:44 -0700 This is a multi-part message in MIME format. ------=3D_NextPart_000_0071_01BED9A8.CDC7A960 Content-Type: text/plain; charset=3D"iso-8859-1" Content-Transfer-Encoding: quoted-printable Rubric results: =3D20 Example 1 - I gave it a 4 - a little difficult to follow - a bit =3D rambling. Example 2 - I loved this one and debated between a 5 or 6. Example 3 - I thought this difficult to follow therefore a 2 to 3. Example 4 - Never thought of looking at ads :o) I gave it a 4 lacked =3D rhythm & grace, connections between phrases less than fluid. Example 5 - "Research results" - difficult to grade! I gave it a 3 , = =3D writing was mechanical, repetitive sentence patterns Example 6 - Now I liked this one, probably because it sounded like a =3D good first grader :o) I gave it a 4 a natural sound but lacking a =3D certain rhythm & grace. Susan Mattoon dsmatt@worldnet.att.net First Grade Cheney, WA ------=3D_NextPart_000_0071_01BED9A8.CDC7A960 Content-Type: text/html; charset=3D"iso-8859-1" Content-Transfer-Encoding: quoted-printable
Rubric results:
   
Example 1 - I gave it = a 4 =3D - a little=3D20 difficult to follow - a bit rambling.
 
Example 2 - I loved = this =3D one and debated=3D20 between a 5 or 6.
 
Example 3 - I thought = this =3D difficult to=3D20 follow therefore a 2 to 3.
 
Example 4 - Never = thought =3D of looking at=3D20 ads :o)  I gave it a 4 lacked rhythm & grace, connections =3D between=3D20 phrases less than fluid.
 
Example 5 - = "Research =3D results"  -  difficult to grade!  I gave it a 3 , =3D writing=3D20 was mechanical, repetitive sentence patterns
 
Example 6 - Now I = liked =3D this one,=3D20 probably because it sounded like a good first grader :o)  I gave it = =3D a 4 a=3D20 natural sound but lacking a certain rhythm & grace.
 
Susan =3D Mattoon    dsmatt@worldnet.att.net
First = Grade
Cheney, =3D WA
------=3D_NextPart_000_0071_01BED9A8.CDC7A960-- ---------------------------------------------------------------------- Subject: Fluency Assignment From: "Debbie šoš" Date: Fri, 30 Jul 1999 01:36:48 GMT EXAMPLE 1 I really had trouble with the first example. I decided that it was "stronger than weak", so that gives us Levels 4,5,6. I had to read this aloud, and it has an ease of oral reading (but I only found a few spots-usually quotes-that were "expressive"). It had a natural sound = (flows like water), but I didn't see how the structure enhanced meaning. I give = it a LEVEL 4...or maybe a low LEVEL 5--flowing like wine! :) EXAMPLE 2 I liked the choice of words in this piece, and it flowed (smooth like oil) = for me, but I didn't see the sentences as "high degree of craftsmanship"; the structure and paragraphing seem to enhance the meaning of the = selection. I give it a LEVEL 5. EXAMPLE 3 There seems to be a variety of sentence lengths and beginnings in this piece, with some repetititive sentence patterns. Functional, lacking energy. This one gets a LEVEL 3 from me. EXAMPLE 4 Okay, another hard one. I found that the first part did flow, but I stumbled over the ending paragraph...maybe I'm just tired. lol. I feel = that it is not weak, and I give it a LEVEL 4 EXAMPLE 5 While this piece does the job, it seemed to me to more mechanical than = fluid and occasionally awkward. It did have variety in sentence structure and length, and I gave this example a high LEVEL 3. EXAMPLE 6 My first thought was to give this one a LEVEL 2, but looking at the = rubric, I didn't find any parts hard to read...but it is choppy. With the variety = in sentence length and beginnings, I ended up deciding that this is a low LEVEL 3. Debbie =BAo=BA Grade 2 Ontario, Canada debbie@disneyinfo.com ______________________________________________________ Get Your Private, Free Email at http://www.hotmail.com ---------------------------------------------------------------------- Subject: Re: 6Traits- 6Traits - ***Sentency Fluency #1 - 7/26/99*** From: Dale Fulton Date: Thu, 29 Jul 1999 21:44:34 -0400 --------------FE1321B785F21DD0CBBA6D1E Content-Type: text/plain; charset=3Dus-ascii Content-Transfer-Encoding: 7bit Hi, I have been out of town and I am a little behind. I decided to start = with sentence fluency and catch up later with the others I have missed as time allows. Rubric for Sentence fluency. Level - 1 - Beginning (Not Yet) Writing Looks Like: The writing is difficult to follow or to read aloud. Sentences tend to be incomplete, rambling, or very awkward. The writing is characterized by: * text that does not invite, and may not even permit, smooth oral reading. * confusing word order that is often jarring and irregular. * sentence structure that frequently obscures meaning. * sentences that are disjointed, confusing, or rambling. Level 2 - Emerging Writing Looks Like: The writing tends to be either choppy or rambling. Awkward constructions often force the reader to slow down or reread. The writing is characterized by: * significant portions of the text that are difficult to follow or read aloud. * sentence patterns that are monotonous (e.g. subject-verb or subject-verb-object). * a significant number of awkward, choppy or rambling constructions. Level 3 - Developing Writing Looks Like: The writing tends to be mechanical rather than fluid. Occasional awkward constructions may force the reader to slow down or reread. The writing is characterized by: * some passages that invite fluid oral reading; however, others do not. * some variety in sentence structure, length, and beginnings, although the writer falls into repetitive sentence patterns. * good control over simple sentence structures, but little control over more complex sentences; fragments, if present, may not be effective. * sentences which, although functional, lack energy. * lapses in stylistic control; dialogue, if used, may sound stilted or unnatural. Level 4 - Competent Writing Looks Like: The writing flows; however, connections between phrases or sentences may be less than fluid. Sentence patterns are somewhat varied, contributing to ease in oral reading. The writing is characterized by: * a natural sound; the reader can move easily through the piece, although it may lack a certain rhythm and grace. * some repeated patterns of sentence structure, length, and beginnings that may detract somewhat from the overall impact. * strong control over simple sentence structures, but variable control over more complex sentences; fragments, if present, are usually effective. * occasional lapses in stylistic control; dialogue, if used, sounds natural for the most part, but may at times sound stilted or unnatural. Level 5 - Experienced Writing Looks Like: The writing has an easy flow and rhythm. Sentences are carefully crafted, with strong and varied structure that makes expressive oral reading easy and enjoyable. The writing is characterized by: * a natural, fluent sound; it glides along with one sentence flowing into the next. * variation in sentence structure, length and beginnings that add interest to the text. * sentence structure that enhances meaning. * control over sentence structure; fragments, if used at all, work well. * stylistic control; dialogue, if used, sounds natural. Level 6 - WOW! Writing Looks Like: The writing has an effective flow and rhythm. Sentences show a high degree of craftsmanship, with consistently strong and varied structure that makes expressive oral reading easy and enjoyable. The writing is characterized by: * a natural, fluent sound; it glides along with one sentence flowing effortlessly into the next. * extensive variation in sentence structure, length and beginnings that add interest to the text. * sentence structure that enhances meaning by drawing attention to key ideas or reinforcing relationships among ideas. * varied sentence patterns that create an effective combination of power and grace. * strong control over sentence structure; fragments, if used at all, work well. * stylistic control; dialogue, if used, sounds natural. Level 1 is confusing, disjointed and rambling while a 2 is short ,choppy = and monotonous A 2 will make sense but the sentences are short like See Dick run. Boring. a 3 on the other hand is beginning to see some occasional variety, and = some dialogue the attempt is there but just doesn't quite make it. Hope this is what you're after. Dale /4/NC --------------FE1321B785F21DD0CBBA6D1E Content-Type: text/html; charset=3Dus-ascii Content-Transfer-Encoding: 7bit Hi,
    I have been out of town and I am a little = behind.  I decided to start with sentence fluency and catch up later with the  others I have missed as time allows.
Rubric for Sentence fluency.
Level - 1 - Beginning (Not Yet)

Writing Looks Like:

The writing is difficult to follow or to read aloud.  Sentences tend
to be
incomplete, rambling, or very = awkward.

The writing is characterized by:

        * text that does not invite, and may not even permit, smooth
oral reading.

        * confusing word order that is often jarring and irregular.

        * sentence structure that frequently obscures meaning.

        * sentences that are = disjointed, confusing, or rambling.

Level 2 - Emerging

Writing Looks Like:

The writing tends to be either choppy or = rambling.  Awkward
constructions
often force the reader to slow down or reread.

The writing is characterized by:

        * significant portions of the text that are difficult to
follow or read
aloud.

        * sentence patterns that are monotonous (e.g. subject-verb
or
subject-verb-object).

        * a significant number of awkward, choppy or rambling
constructions.

Level 3 - Developing

Writing Looks Like:

The writing tends to be mechanical rather = than fluid.  Occasional
awkward
constructions may force the reader to slow down or reread.

The writing is characterized by:

        * some passages that invite fluid oral reading; however,
others do not.

        * some variety in sentence structure, length, and
beginnings, although the
writer falls into repetitive sentence patterns.

        * good control over simple sentence structures, but little
control over
more complex sentences; fragments, if present, may not be effective.

        * sentences which, although functional, lack energy.

        * lapses in stylistic = control; dialogue, if used, may sound
stilted or
unnatural.

Level 4 - Competent

Writing Looks Like:

The writing flows; however, connections between phrases or sentences
may be
less than fluid.  Sentence patterns are somewhat varied,
contributing to
ease in oral reading.

The writing is characterized by:

        * a natural sound; the reader can move easily through the
piece, although
it may lack a certain rhythm and = grace.

        * some repeated patterns of sentence structure, length, and
beginnings
that may detract somewhat from the overall impact.

        * strong control over simple sentence structures, but
variable control
over more complex sentences; fragments, if present, are usually
effective.

        * occasional lapses in stylistic control; dialogue, if used,
sounds
natural for the most part, but may at times sound stilted or
unnatural.

Level 5 - Experienced

Writing Looks Like:

The writing has an easy flow and = rhythm.  Sentences are carefully
crafted,
with strong and varied structure that makes expressive oral reading
easy
and enjoyable.

The writing is characterized by:

        * a natural, fluent sound; it glides along with one sentence
flowing into
the next.

        * variation in sentence structure, length and beginnings
that add interest
to the text.

        * sentence structure that enhances meaning.

        * control over sentence = structure; fragments, if used at
all, work well.

        * stylistic control; dialogue, if used, sounds natural.
 
Level 6 - WOW!

Writing Looks Like:

The writing has an effective flow and = rhythm.  Sentences show a high
degree
of craftsmanship, with consistently strong and varied structure that
makes
expressive oral reading easy and enjoyable.

The writing is characterized by:

        * a natural, fluent sound; it glides along with one sentence
flowing
effortlessly into the next.

        * extensive variation in sentence structure, length and
beginnings that
add interest to the text.

        * sentence structure that enhances meaning by drawing
attention to key
ideas or reinforcing relationships among ideas.

        * varied sentence patterns that create an effective
combination of power
and grace.

        * strong control over sentence structure; fragments, if used
at all, work
well.

        * stylistic control; = dialogue, if used, sounds natural.
 

Level 1 is confusing, disjointed and rambling while a 2 is  short ,choppy and monotonous  A 2 will make sense but the sentences are short like See Dick run. Boring.

 a 3 on the other hand is beginning to see some occasional = variety, and some dialogue the attempt is there but just doesn't quite make it.
Hope this is what you're after.
Dale /4/NC --------------FE1321B785F21DD0CBBA6D1E-- ---------------------------------------------------------------------- Subject: Re: 6Traits- ***Sentence Fluency*** Example #1 - 7/28/99 From: Dale Fulton Date: Thu, 29 Jul 1999 21:57:03 -0400 I think that this was a four. Parts of it were very smooth In places = there was a certain rhythm but the author didn't maintain it through out = the whole piece. Was this several excerpts or was this a whole piece? I felt = it kind of jumped around a bit. Dale/4/NC ---------------------------------------------------------------------- Subject: Re: 6Traits- ****Sentence Fluency**** Example #2 From: Dale Fulton Date: Thu, 29 Jul 1999 22:02:58 -0400 Example 2, I feel is a 6. I felt it flowed naturally. It had rhythm and = varied sentences. It made me want to read more. I wasn't confused with the style. When the author changed her sentence pattern it seemed = natural, not contrived. I almost had trouble differentiating between = voice and sentence fluency. They went hand in hand in this piece. Dale/NC/4 ---------------------------------------------------------------------- Subject: Re: 6Traits- ****Sentence Fluency**** Examples #3 and 4 From: Dale Fulton Date: Thu, 29 Jul 1999 22:18:33 -0400 I feel that example 3 is a three. The simple sentence structure is = there, however, when they try to do a more complex sentence, it gets = confused and awkward to read. There is little energy, more like listing. The author = has tried to vary the sentence structure but just doesn't quite make it. Example 4 is more of a 5. It is hard to believe that these examples are = from the same grade level. Example 4 has more control over the language. = It is not as long but much more interesting to read. The sentences are = varied in length and beginnings. They do not seem confusing or awkward. Example 5 is a 3. The pattern is very repetitive. Although the sentences = are a bit longer, they still seem almost list like. There is some variety but on the whole it is very repetitive. Example 6 would be more of a 2. The sentences make sense but they are = very boring (n-v) The sentences are very short and some words are left = out. However , sometimes the writer loses focus and he has some sentences that = really don't belong. Dale/NC/4 ---------------------------------------------------------------------- End of 6Traits Digest -- To unsubscribe, send any message at all to: 6Traits-off@.