Convey Ideas in Writing Performance Continuum

Performance Level 6

Level 6 Indicators

Use Key Knowledge, Skills, and Strategies

Adults performing at Level 6 can:
  • Determine the purpose and audience for communicating in writing;
  • Select from and use a wide range of tools and strategies for overall planning and organization; reproduce, synthesize and draw sound conclusions from complex or extensive ideas; and produce a legible and comprehensible draft;
  • Appropriately use extensive everyday and specialized vocabulary (including idiom, colloquialisms and cultural references as appropriate) and a variety of sentence structures (including those reflecting logical relations), in medium-length, well-sequenced, and detailed text with appropriate voice, tone, rhetorical forms, and style and in modes of organization suitable for a variety of audiences;
  • Choose from a variety of strategies to make multiple simple and global revisions during the writing process. Effectively seek out, describe, and work through more global problems posed by the writing task (such as the need to re-sequence text for clarity, to add more details to make a logical argument, or to change the tone or style to accommodate the audience);
  • Undertake multiple re-readings of text in order to make comprehensive edits for grammar, spelling, sentence structure, language usage, and text structure. Use appropriate editing tools as necessary.

Show Fluency, Independence, and Ability to Perform in a Range of Settings

Adults performing at Level 6 can write a variety of sentences in medium-length, detailed text and in a variety of rhetorical forms, easily and with few errors, to independently accomplish structured or unstructured complex writing activities in a variety of familiar and novel settings.

Level 6 Examples of Proficient Performance

Adults performing at Level 6 can Convey Ideas in Writing to accomplish a variety of goals, such as:
  • Writing newspaper editorials that synthesize opposite stands on the same issue and develop a novel personal position on the issue.
  • Writing a reflective essay on personal history and experience in preparation for a presentation.
  • Writing an essay to self-evaluate learning.
  • Writing basic fire emergency and evacuation instructions for employees.
  • Writing a detailed incident report at work which includes cause and effect analysis.
  • Writing an informational brochure about your community organization
  • Writing information from a structured oral interview on a special form
  • Writing a formal letter to request changes in work conditions, procedures, etc.

To see a Word version of the performance continuum, click here.

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