Ideas: 4
The writer has told a story. There is no illustration. The main idea is clear and on topic. Details are present, but as a list.
Organization: 3
No title is present. The child has a sense of story, and there is a limited beginning. There is an undeveloped ending. The child has no transitions and begins each sentence in the same way.
Voice: 3
The writing expresses predictable feelings. The most expressive sentence is about the fear of the friend. Treatment of topic is predictable, and the repetition (listing of rides) reduces the energy. There is a limited awareness that someone else will read it.
Word Choice: 3
The writer has taken no risks to use unusual words. The words are general and ordinary, but used correctly. The child has settled for words and phrases which will do.
Sentence Fluency: 3
The writer has used punctuation in a confusing manner. It keeps the reader from being sure where complete ideas begin and end. If the reader ignores the punctuation and makes his own decisions about sentences, it appears that the writer uses mostly simple sentences. There may be one compound sentence, and there are definitely run-on sentences. The child's idea is clearly expressed, but requires some rereading. However, this is because of the poor conventions.
Conventions: 3
The child has spelled transitional words effectively. Several high frequency words are misspelled. Some sentences begin with capitals, though most sentences begin with "I." Capitals are used other places where they don't belong. Ending punctuation is used incorrectly. The child knows that it is needed, but isn't quite sure where to put it. Grammar is standard. The child is a weak 3, but is much too advanced for a 2 score.
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