Learning Log Entry 6

I had to do some investigation of the 6+1 traits of writing for our session 7 class.  The focus question of the class was whether the 6+1 traits should change when evaluating students' digital texts.  Here's my understanding of the traits: (sourced from http://educationnorthwest.org/resource/503)

1. Ideas - theme and details that support the theme.  It's important that the details show that the author understands both the basic topic and can take information learned and manipulate it to a higher form of undestanding.
2. Organization - the linguistics of the piece.  This is more than just a logical series of events, but must show that the author has rythm and purpose, a direction and sequence that provides the reader information and enjoyment.
3. Voice - the tone and feeling of the author, which can show how the author interacts with writing.  The voice also needs to be appropriate for the genre of the text.
4. Word choice - use of precise language to communicate information or describe. (Yay descriptive language!)
5. Sentence fluency - rhythm and flow of the language.  I see this as kind of how organization, voice, and word choice come together.
6. Conventions - grammar, spelling, capitalization, puncutation, paragraphing.  All the fun stuff.
+1. Presentation - visuals and text, graphics, neatness, handwriting, font selection, borders, overall appearance.  Apparently, it's the plus 1 because no one thinks that the way your paper looks should be stressed as much as content and writing ability. 

My only experience with this method of assessment was in an ELA class in which I substituted last week.  The students took a practice Common Writing Assessment exam and then graded each other's work using a 6+1 rubric.  Some problems I had with the activity: the rubric was headed with "6+1" and had five sections - main idea, details, organization, word choice, and conventions; and each table of students was reponsible for grading one trait.  I think that each student should have experience with each of the traits.  That way, all students understand what is expected, and can look at others' work for ideas (both what to do and what not to do).  I would set it up so that first, students start at one table with another students paper.  All students would be grading the first trait.  Then students switch tables and papers and do another trait.  Then switch again, different papers and everyone does the next trait. 

So anyway, those are the traits.  The whole point is supposed to be whether these traits should change when we assess digital texts instead of written texts.  I don't really see how they could change.  Except for presentation - which is apparently the lonely step-child of the group.  I think the first 6 traits are all really important.  The ideas of a text show how the author understands the information, the organization shows that the author has enough of an understanding to be able to manipulate the information in the best way possible.  If an author is caught up in his understanding of the ideas, he will not be able to orgainze the ideas in a coherent manner.  Voice, word choice, and sentence fluency are concerned with the act of writing, showing how the author understands linguistics.  And of course conventions should never ever be put to the side.  I had a horrible expeirence once where so many tenth grade students spelled "near" as "neer" that I actually forgot how it was properly spelled.  I cried that day.  But presentation definitely changes for digital texts.  For each new text type, a different set of standards need to be addressed.  For example - a blog should be formatted differently than a printed essay, and both should be formatted differently than a wiki.  It all comes done to the appropriateness of text as compared to the text type.