Date: Thu, 8 Jul 1999 23:10:01 -0700 Subject: 6Traits Digest #20 - 07/08/99 From: "SixTraitsMailring" <6Traits@> To: "SixTraitsMailring" <6Traits@> MIME-Version: 1.0 Content-Type: text/plain; charset=iso-8859-1 Content-transfer-encoding: quoted-printable Sender: <6Traits@> Precedence: Bulk List-Software: LetterRip Pro 3.0.5 by Fog City Software, Inc. List-Subscribe: List-Digest: List-Unsubscribe: 6Traits Digest #20 - Thursday, July 8, 1999 Re: 6Traits- $ by "Kerry Leggett" High School? by "Susan Nixon" <susan@desertskyone.com> Voice #5 - 7/8/99 by "Susan Nixon" <susan@desertskyone.com> Re: 6Traits- Remove please by "Shelley Plum" Re: 6Traits- Remove please by "Shelley Plum" Re: 6Traits- Voice #5 - 7/8/99 by "Vanessa Gerst" Re: 6Traits- Voice #5 - 7/8/99 by "Dale Fulton" Assignment by "Shelley Carter" assignment 5 by "Dale Fulton" Re: 6Traits- Voice #5 - 7/8/99 by "Vanessa Gerst" Website is up! by "Susan Nixon" <susan@desertskyone.com> RE: Voice #2 by #4 by "Shandra Beer" Re: 6Traits- Website is up! by "Avis Breding" ---------------------------------------------------------------------- Subject: Re: 6Traits- $ From: Kerry Leggett Date: Thu, 08 Jul 1999 15:00:06 +0800 Susan, we certainly learn something new each day. Today I have learned = about obtaining foreign currency to 'send away' I wish to contribute to the web site, can you please advise a postal = address to which I can send my contribution. I am thoroughly enjoying my involvement. in the course. I would be interested to have some documentation at the end if possible. looking forward to your reply. KerryL > ---------------------------------------------------------------------- Subject: High School? From: Susan Nixon <susan@desertskyone.com> Date: Thu, 08 Jul 1999 09:41:28 -0700 Is there anyone on the list at the high school level? I have one teacher who would like a buddy. Susan Nixon 2nd Grade Phoenix, AZ ---------------------------------------------------------------------- Subject: Voice #5 - 7/8/99 From: Susan Nixon <susan@desertskyone.com> Date: Thu, 08 Jul 1999 10:56:42 -0700 Here is the second half of the writing rubric. I haven't seen any posts from the first half assignment, but we do need to keep going. =3D) Assignment: Please go through this copy, or one you printed from the web site, and underline the words which seem to you to be definitive of each level. Note that in these strong levels, the difference is often only the adjective used. Also, circle the words which separate a 4 from a 5 and a 5 from a 6. Then discuss your observations *within your group*. Each group should post *one* message *to the list*, so choose a reporter, to avoid repetition. *Sign all group names involved in the discussion* to = the group message, please. In the group report, please list the terms from the rubric which your group considered to be definitive of each level. Example: Level 4 - "inconsistent level of closeness" "at times...inappropriately casual" For those who want a certificate of hours at the completion of the course, I am keeping track of all the postings. You will have to discuss with = your district whether or not they accept it for inservice clock hours. >>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>= > >>>>>> *6 Traits Writing Assessment Rubric for Voice* The Strong Side: Level - 4 - Competent Writing Looks Like: A voice is present. The writer demonstrates commitment to the topic, and there may be a sense of "writing to be read." In places, the writing is expressive, engagin, or sincere. The writing is characterized by: a questionable or inconsistent level of closeness to or distance from the audience. a sense of audience; the writer seems to be aware of the reader, but has not consistently employed an appropriate voice. The reader may glimpse the writer behind the words and feel a sense of interaction in places. liveliness, sincerity, or humor when appropriate; however, at times the writing may be either inappropriately casual or personal, or inappropriately formal and stiff. In general, humor may appear; the writer doesn't want the audience to = know him/her well. Level - 5 - Experienced Writing Looks Like: The writer has chosen a voice appropriate for the topic, purpose, and audience. The writer seems committed to the topic, and there is a sense of "writing to be read." The writing is expressive, engaging, or sincere. The writing is characterized by: an appropriate level of closeness to or distance from the audience; engaging, lively, or interesting. technical writing may show a more academic voice. a strong sense of audience; the writer seems to be aware of the reader = and of how to communicate the message most effectively; reader may discern = the writer behind the words and feel a sense of nteraction. a sense that the topic has come to life; when appropriate, the writing = may show originality, liveliness, honesty, conviction, excitement, humor or suspense. Level 6 - Exceptional - WOW! Writing Looks Like: The writer has chosen a voice appropriate for the topic, purpose, and audience. The writer seems deeply committed to the topic, and there is an exceptional sense of "writing to be read." The writing is expressive, engaging, or sincere. The writing is characterized by: an effective level of closeness to or distance from the audience; engaging, lively, or interesting. Technical writing may show a more academic voice. an exceptionally strong sense of audience; the writer seems to be aware = of the reader and of how to communicate the message most effectively; reader may discern the writer behind the words and feel a sense of interaction. a sense that the topic has come to life; when appropriate, the writing = may show originality, liveliness, honesty, conviction, excitement, humor or suspense. Susan Nixon 2nd grade Phoenix, AZ ---------------------------------------------------------------------- Subject: Re: 6Traits- Remove please From: "Shelley Plum" Date: Thu, 08 Jul 1999 17:00:09 PDT Susan, I am going to have to be removed from this list. I am going to be gone = for several weeks and I won't be able to keep up. Maybe at a later date I can = take advantage of this wonderful workshop. Thank you for all your hard work. Shelley/4/OK >From: Susan Nixon <susan@desertskyone.com> >Reply-To: "SixTraitsMailring" <6Traits@> >To: <6Traits@> >Subject: 6Traits- Voice #5 - 7/8/99 >Date: Thu, 08 Jul 1999 10:56:42 -0700 > >Here is the second half of the writing rubric. I haven't seen any posts >from the first half assignment, but we do need to keep going. =3D) > >Assignment: > >Please go through this copy, or one you printed from the web site, and >underline the words which seem to you to be definitive of each level. >Note that in these strong levels, the difference is often only the >adjective used. Also, circle the words which separate a 4 from a 5 and = a >5 from a 6. Then discuss your observations *within your group*. Each >group should post *one* message *to the list*, so choose a reporter, to >avoid repetition. *Sign all group names involved in the discussion* to = the >group message, please. In the group report, please list the terms from >the rubric which your group considered to be definitive of each level. > >Example: Level 4 - "inconsistent level of closeness" "at >times...inappropriately casual" > >For those who want a certificate of hours at the completion of the = course, >I am keeping track of all the postings. You will have to discuss with = your >district whether or not they accept it for inservice clock hours. > > = >>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>= > > >>>>>> >*6 Traits Writing Assessment Rubric for Voice* > >The Strong Side: > >Level - 4 - Competent > >Writing Looks Like: > >A voice is present. The writer demonstrates commitment to the topic, and >there may be a sense of "writing to be read." In places, the writing is >expressive, engagin, or sincere. > >The writing is characterized by: > > a questionable or inconsistent level of closeness to or distance from = the >audience. > > a sense of audience; the writer seems to be aware of the reader, but has >not consistently employed an appropriate voice. > > The reader may glimpse the writer behind the words and feel a sense of >interaction in places. > > liveliness, sincerity, or humor when appropriate; however, at times the >writing may be either inappropriately casual or personal, or >inappropriately formal and stiff. > >In general, humor may appear; the writer doesn't want the audience to = know >him/her well. > >Level - 5 - Experienced > >Writing Looks Like: > >The writer has chosen a voice appropriate for the topic, purpose, and >audience. The writer seems committed to the topic, and there is a sense = of >"writing to be read." The writing is expressive, engaging, or sincere. > >The writing is characterized by: > > an appropriate level of closeness to or distance from the audience; >engaging, lively, or interesting. > technical writing may show a more academic voice. > > a strong sense of audience; the writer seems to be aware of the reader = and >of how to communicate the message most effectively; reader may discern = the >writer behind the words and feel a sense of nteraction. > > a sense that the topic has come to life; when appropriate, the writing = may >show originality, liveliness, honesty, conviction, excitement, humor or >suspense. > >Level 6 - Exceptional - WOW! > >Writing Looks Like: > >The writer has chosen a voice appropriate for the topic, purpose, and >audience. The writer seems deeply committed to the topic, and there is an >exceptional sense of "writing to be read." The writing is expressive, >engaging, or sincere. > >The writing is characterized by: > > an effective level of closeness to or distance from the audience; >engaging, lively, or interesting. Technical writing may show a more >academic voice. > > an exceptionally strong sense of audience; the writer seems to be aware of >the reader and of how to communicate the message most effectively; = reader >may discern the writer behind the words and feel a sense of interaction. > > a sense that the topic has come to life; when appropriate, the writing = may >show originality, liveliness, honesty, conviction, excitement, humor or >suspense. > >Susan Nixon >2nd grade >Phoenix, AZ > _______________________________________________________________ Get Free Email and Do More On The Web. Visit http://www.msn.com ---------------------------------------------------------------------- Subject: Re: 6Traits- Remove please From: "Shelley Plum" Date: Thu, 08 Jul 1999 17:00:51 PDT Susan, I am going to have to be removed from this list. I am going to be gone = for several weeks and I won't be able to keep up. Maybe at a later date I can = take advantage of this wonderful workshop. Thank you for all your hard work. Shelley/4/OK >From: Susan Nixon <susan@desertskyone.com> >Reply-To: "SixTraitsMailring" <6Traits@> >To: <6Traits@> >Subject: 6Traits- Voice #5 - 7/8/99 >Date: Thu, 08 Jul 1999 10:56:42 -0700 > >Here is the second half of the writing rubric. I haven't seen any posts >from the first half assignment, but we do need to keep going. =3D) > >Assignment: > >Please go through this copy, or one you printed from the web site, and >underline the words which seem to you to be definitive of each level. >Note that in these strong levels, the difference is often only the >adjective used. Also, circle the words which separate a 4 from a 5 and = a >5 from a 6. Then discuss your observations *within your group*. Each >group should post *one* message *to the list*, so choose a reporter, to >avoid repetition. *Sign all group names involved in the discussion* to = the >group message, please. In the group report, please list the terms from >the rubric which your group considered to be definitive of each level. > >Example: Level 4 - "inconsistent level of closeness" "at >times...inappropriately casual" > >For those who want a certificate of hours at the completion of the = course, >I am keeping track of all the postings. You will have to discuss with = your >district whether or not they accept it for inservice clock hours. > > = >>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>= > > >>>>>> >*6 Traits Writing Assessment Rubric for Voice* > >The Strong Side: > >Level - 4 - Competent > >Writing Looks Like: > >A voice is present. The writer demonstrates commitment to the topic, and >there may be a sense of "writing to be read." In places, the writing is >expressive, engagin, or sincere. > >The writing is characterized by: > > a questionable or inconsistent level of closeness to or distance from = the >audience. > > a sense of audience; the writer seems to be aware of the reader, but has >not consistently employed an appropriate voice. > > The reader may glimpse the writer behind the words and feel a sense of >interaction in places. > > liveliness, sincerity, or humor when appropriate; however, at times the >writing may be either inappropriately casual or personal, or >inappropriately formal and stiff. > >In general, humor may appear; the writer doesn't want the audience to = know >him/her well. > >Level - 5 - Experienced > >Writing Looks Like: > >The writer has chosen a voice appropriate for the topic, purpose, and >audience. The writer seems committed to the topic, and there is a sense = of >"writing to be read." The writing is expressive, engaging, or sincere. > >The writing is characterized by: > > an appropriate level of closeness to or distance from the audience; >engaging, lively, or interesting. > technical writing may show a more academic voice. > > a strong sense of audience; the writer seems to be aware of the reader = and >of how to communicate the message most effectively; reader may discern = the >writer behind the words and feel a sense of nteraction. > > a sense that the topic has come to life; when appropriate, the writing = may >show originality, liveliness, honesty, conviction, excitement, humor or >suspense. > >Level 6 - Exceptional - WOW! > >Writing Looks Like: > >The writer has chosen a voice appropriate for the topic, purpose, and >audience. The writer seems deeply committed to the topic, and there is an >exceptional sense of "writing to be read." The writing is expressive, >engaging, or sincere. > >The writing is characterized by: > > an effective level of closeness to or distance from the audience; >engaging, lively, or interesting. Technical writing may show a more >academic voice. > > an exceptionally strong sense of audience; the writer seems to be aware of >the reader and of how to communicate the message most effectively; = reader >may discern the writer behind the words and feel a sense of interaction. > > a sense that the topic has come to life; when appropriate, the writing = may >show originality, liveliness, honesty, conviction, excitement, humor or >suspense. > >Susan Nixon >2nd grade >Phoenix, AZ > _______________________________________________________________ Get Free Email and Do More On The Web. Visit http://www.msn.com ---------------------------------------------------------------------- Subject: Re: 6Traits- Voice #5 - 7/8/99 From: "Vanessa Gerst" Date: Thu, 08 Jul 1999 17:04:37 PDT Susan, I am somewhat confused here. I have received some of the digests but they = don't mean much to me. How am I suppost to read them. Do I use the email = addresses that are posted on them? (I hope I don't sound to dumb. I've just never done this before.) Also I did not get the first assignment. Or the first part of the rubric. = What is the sites address where I can copy this? Is there a mail ring I should be signed up with to make sure I am getting this info?? Please send me that name again of the person that you added to mine and Shelley's group. I think this is a good idea because I just heard from Shelley and she is going to go on vacation for two weeks. I hope I can get caught up!! Vanessa >From: Susan Nixon <susan@desertskyone.com> >Reply-To: "SixTraitsMailring" <6Traits@> >To: <6Traits@> >Subject: 6Traits- Voice #5 - 7/8/99 >Date: Thu, 08 Jul 1999 10:56:42 -0700 > >Here is the second half of the writing rubric. I haven't seen any posts >from the first half assignment, but we do need to keep going. =3D) > >Assignment: > >Please go through this copy, or one you printed from the web site, and >underline the words which seem to you to be definitive of each level. >Note that in these strong levels, the difference is often only the >adjective used. Also, circle the words which separate a 4 from a 5 and = a >5 from a 6. Then discuss your observations *within your group*. Each >group should post *one* message *to the list*, so choose a reporter, to >avoid repetition. *Sign all group names involved in the discussion* to = the >group message, please. In the group report, please list the terms from >the rubric which your group considered to be definitive of each level. > >Example: Level 4 - "inconsistent level of closeness" "at >times...inappropriately casual" > >For those who want a certificate of hours at the completion of the = course, >I am keeping track of all the postings. You will have to discuss with = your >district whether or not they accept it for inservice clock hours. > > = >>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>= > > >>>>>> >*6 Traits Writing Assessment Rubric for Voice* > >The Strong Side: > >Level - 4 - Competent > >Writing Looks Like: > >A voice is present. The writer demonstrates commitment to the topic, and >there may be a sense of "writing to be read." In places, the writing is >expressive, engagin, or sincere. > >The writing is characterized by: > > a questionable or inconsistent level of closeness to or distance from = the >audience. > > a sense of audience; the writer seems to be aware of the reader, but has >not consistently employed an appropriate voice. > > The reader may glimpse the writer behind the words and feel a sense of >interaction in places. > > liveliness, sincerity, or humor when appropriate; however, at times the >writing may be either inappropriately casual or personal, or >inappropriately formal and stiff. > >In general, humor may appear; the writer doesn't want the audience to = know >him/her well. > >Level - 5 - Experienced > >Writing Looks Like: > >The writer has chosen a voice appropriate for the topic, purpose, and >audience. The writer seems committed to the topic, and there is a sense = of >"writing to be read." The writing is expressive, engaging, or sincere. > >The writing is characterized by: > > an appropriate level of closeness to or distance from the audience; >engaging, lively, or interesting. > technical writing may show a more academic voice. > > a strong sense of audience; the writer seems to be aware of the reader = and >of how to communicate the message most effectively; reader may discern = the >writer behind the words and feel a sense of nteraction. > > a sense that the topic has come to life; when appropriate, the writing = may >show originality, liveliness, honesty, conviction, excitement, humor or >suspense. > >Level 6 - Exceptional - WOW! > >Writing Looks Like: > >The writer has chosen a voice appropriate for the topic, purpose, and >audience. The writer seems deeply committed to the topic, and there is an >exceptional sense of "writing to be read." The writing is expressive, >engaging, or sincere. > >The writing is characterized by: > > an effective level of closeness to or distance from the audience; >engaging, lively, or interesting. Technical writing may show a more >academic voice. > > an exceptionally strong sense of audience; the writer seems to be aware = of >the reader and of how to communicate the message most effectively; = reader >may discern the writer behind the words and feel a sense of interaction. > > a sense that the topic has come to life; when appropriate, the writing = may >show originality, liveliness, honesty, conviction, excitement, humor or >suspense. > >Susan Nixon >2nd grade >Phoenix, AZ > _______________________________________________________________ Get Free Email and Do More On The Web. Visit http://www.msn.com ---------------------------------------------------------------------- Subject: Re: 6Traits- Voice #5 - 7/8/99 From: Dale Fulton Date: Thu, 08 Jul 1999 20:03:02 -0400 Vanessa, Were you in Shelley Plum's group? I was added when she told me about this. But I don't know who else is in the group and I see that she is unsubscribing. Dale/NC/4 ---------------------------------------------------------------------- Subject: Assignment From: shelleyc@netins.net (Shelley Carter) Date: Thu, 8 Jul 1999 19:37:47 -0500 Here is what Susan and I have come up with! I hope the columns appear = correctly. Shelley Level Definitive Separators >> 1 No engagement of the writer "no sense/engagement" >> No sense of writing to be read flat >> lifeless >> >> 2 Little engagement of the writer "little = sense/engagement" >> Overly informal and personal stiff >> Little sense of writing to be read mechanical >> >> 3 Limited sense of audience "limited = sense/engagement" >> Occasional sense of the writer stiff >> Inappropriately personal/impersonal mechanical >> >> 4 May be a sense of writing to be read "may be a = sense/engagement" >> Demonstrates commitment to topic expressive >> Humor may appear sincere >> >> 5 Sense of writing to be read "is a = sense/engagement" >> Demonstrates commitment to topic engaging >> lively >> interesting >> humor >> >> 6 Exceptional sense of writing to be read "exceptional sense/ >> engagement" >> Deeply committed to topic expressive >> engaging >> original >> honest >> >> Shelley Carter & Susan Osvald >> Second grade Second grade >> Iowa Iowa ---------------------------------------------------------------------- Subject: assignment 5 From: Dale Fulton Date: Thu, 08 Jul 1999 20:27:46 -0400 --------------25287B2A3B980A3C7972470F Content-Type: text/plain; charset=3Dus-ascii Content-Transfer-Encoding: 7bit *6 Traits Writing Assessment Rubric for Voice* The Strong Side: Level - 4 - Competent Writing Looks Like: A voice is present. The writer demonstrates commitment to the topic, and there may be a sense of "writing to be read." In places, the writing is expressive, engaging, or sincere. The writing is characterized by: a questionable orinconsistent level of closeness to or distance from the audience. a sense of audience; the writer seems to be aware of the reader, but has not consistently employed an appropriate voice. The reader may glimpse the writer behind the words and feel a sense of interaction in places. liveliness, sincerity, or humor when appropriate; however, at times the writing may be either inappropriately casual or personal, or inappropriately formal and stiff. In general, humor may appear; the writer doesn't want the audience to know him/her well. Level - 5 - Experienced Writing Looks Like: The writer has chosen a voice appropriate for the topic, purpose, and audience. The writer seems committed to the topic, and there is a sense of "writing to be read." The writing is expressive, engaging, or sincere. The writing is characterized by: an appropriate level of closeness to or distance from the audience; engaging, lively, or interesting. technical writing may show a more academic voice. a strong sense of audience; the writer seems to be aware of the reader and of how to communicate the message most effectively; reader may discern the writer behind the words and feel a sense of interaction. a sense that the topic has come to life; when appropriate, the writing may show originality, liveliness, honesty, conviction, excitement, humor or suspense. Level 6 - Exceptional - WOW! Writing Looks Like: The writer has chosen a voice appropriate for the topic, purpose, and audience. The writer seems deeply committed to the topic, and there is an exceptional sense of "writing to be read." The writing is expressive, engaging, or sincere. The writing is characterized by: an effective level of closeness to or distance from the audience; engaging, lively, or interesting. Technical writing may show a more academic voice. an exceptionally strong sense of audience; the writer seems to be aware of the reader and of how to communicate the message most effectively; reader may discern the writer behind the words and feel a sense of interaction. a sense that the topic has come to life; when appropriate, the writing may show originality, liveliness, honesty, conviction, excitement, humor or suspense. Susan, These are what I feel are the key words are for this activity. Since I couldn't circle, I used color to distinguish the 4/5 and the 5/6. To me these qualifiers are what make the rubric. It all boils down to you want to be merely effective or knock your socks off. I am sorry that there is no others on my assignment, but I seem to have temporarily list my group. Dale /NC/4 --------------25287B2A3B980A3C7972470F Content-Type: text/html; charset=3Dus-ascii Content-Transfer-Encoding: 7bit *6 Traits Writing Assessment Rubric for Voice*

The Strong Side:

Level - 4 - Competent

Writing  Looks Like:

A voice is present. The writer demonstrates commitment to the topic,
and
there may be a sense of "writing to be read." In places, the writing
is
expressive, engaging, or sincere.

The writing is characterized by:

        a questionable orinconsistent level of closeness to or
distance from the
audience.

        a sense of audience; the writer seems to be aware of the
reader, but has
not consistently = employed       an appropriate voice.

        The reader may = glimpse the writer behind the words and feel
a sense of
interaction in places.

        liveliness, sincerity, or humor when appropriate; however,
at times the
writing may be either   = inappropriately casual or personal, or
inappropriately formal and stiff.

In general, humor may appear; the  writer doesn't want the = audience
to know
him/her well.

Level - 5 - Experienced

Writing Looks Like:

The writer has chosen a voice appropriate for the topic, = purpose,
and
audience. The writer seems committed to the topic, and there is a
sense of
"writing to be read." The writing is expressive, engaging, or
sincere.

The writing is characterized by:

        an appropriate level of closeness to or distance from the
audience;
engaging, lively, or interesting.
        technical writing may show a more academic voice.

        a strong sense of = audience; the writer seems to be aware of
the reader and
of how to communicate   the message most effectively; reader may
discern the
writer behind the words and feel a sense of     interaction.

        a sense that the topic = has come to life; when appropriate,
the writing may
show originality, liveliness,   honesty, conviction, = excitement,
humor or
suspense.

Level 6 -  Exceptional - WOW!

Writing Looks Like:

The writer has chosen a voice appropriate for the topic, = purpose,
and
audience. The writer seems deeply = committed to the topic, and there
is an
exceptional sense of "writing to be read."   The writing is
expressive,
engaging, or sincere.

The writing is characterized by:

        an effective level of closeness to or distance from the
audience;
engaging, lively, or interesting.       Technical writing may show a
more
academic voice.

        an exceptionally strong sense of audience; the writer seems
to be aware of
the reader and of how   to communicate the message most = effectively;
reader
may discern the writer behind the words and     feel a sense of
interaction.

        a sense that the topic has come to life; when appropriate,
the writing may
show originality, liveliness,   honesty, conviction, = excitement,
humor or
suspense.

Susan,
These are what I  feel are the key words are for this = activity.  Since I couldn't circle, I used color to distinguish the 4/5 and the = 5/6.  To me these qualifiers are what make the rubric. It all boils down to you want to be merely effective or knock your socks off.
I am sorry that there is no others on my assignment, but I seem to have temporarily list my group.
Dale /NC/4 --------------25287B2A3B980A3C7972470F-- ---------------------------------------------------------------------- Subject: Re: 6Traits- Voice #5 - 7/8/99 From: "Vanessa Gerst" Date: Thu, 08 Jul 1999 17:36:36 PDT Yes, I am suppost to be but like you said and I've seen as well she is not = going to participate. I am interested but lost right now!! Can you give me any idea as to what is going on and what exactly I've missed? If you want we can be in a group. Vanessa >From: Dale Fulton >Reply-To: "SixTraitsMailring" <6Traits@> >To: SixTraitsMailring <6Traits@> >Subject: Re: 6Traits- Voice #5 - 7/8/99 >Date: Thu, 08 Jul 1999 20:03:02 -0400 > >Vanessa, >Were you in Shelley Plum's group? >I was added when she told me about this. But I don't know who else is >in the group and I see that she is unsubscribing. >Dale/NC/4 > > _______________________________________________________________ Get Free Email and Do More On The Web. Visit http://www.msn.com ---------------------------------------------------------------------- Subject: Website is up! From: Susan Nixon <susan@desertskyone.com> Date: Thu, 08 Jul 1999 19:51:30 -0700 Okay, check out our website - let me know if there's anything strange = about it. It's probably best viewed in Netscape, as that's the program in which I did everything. Thanks to Mickey for answering about 542 questions. http://6Traits.CyberSpaces.net Susan Nixon 2nd Grade Phoenix, AZ ---------------------------------------------------------------------- Subject: RE: Voice #2 From: DWsoc@aol.com Date: Fri, 9 Jul 1999 00:06:55 EDT Sorry if this is late! I just moved up to Denver....just got the computer = and other stuff yesterday.... From Grisham's "The Partner" "They found him in Ponta Pora, a pleasant little town in Brazil, on the border of Paraguay in a land still know as the Frontier. The found him living a comfortable life, but sertainly not one of luxary. = The house was modest and could've be wned by any local merchant. The car = was a 1983 Volkswagon Beetle, manufactured in Sao Paulo with a million others. = It was red clean, polished to a shine. Their first photo of him was = snaaped as he waxed it just insie the gate to his short driveway." David 2nd Denver ---------------------------------------------------------------------- Subject: #4 From: "Shandra Beer" Date: Thu, 08 Jul 1999 21:36:44 -0700 Hi there. Here is what we have so far between Kathy and Shandra. Words that define Level 1- "flat", "lifeless", "no interaction between writer and reader", "does not involve the reader". "lack of audience awareness" Level 2-"mechanical", "informal", "overly personal", "rarely interaction" Level 3- "Inconsistent", "voice may shift", "stiff voice" The words that separate the levels. Level One- "No Feeling" Level Two- "Little Feeling" Level Three- "Limited or Stiff Feeling". Shandra Beer 2/3 Temecula, CA Kathy Bader 3rd grade Apex, NC ---------------------------------------------------------------------- Subject: Re: 6Traits- Website is up! From: Avis Breding Date: Fri, 09 Jul 1999 00:13:32 -0500 Looks neat.. and the only strange thing is so far there is the standard rubric.. and then the K-2. But I suppose K-2 being much younger should have their own. I like the children across the top of the page!! But I see nothing strange!! Avis -- http://www.bismarck.k12.nd.us/bps/myhre/ 5-6 Grade Looping Teacher http://www.esosoft.com/abreding/ 5-6gradeconnection@esosoft.com *3-4gradelink@esosoft.com Call on God, but row away from the rocks = ********************* ---------------------------------------------------------------------- End of 6Traits Digest