Independent, mostly narrative reading is not a focus for writing instruction. Connections to writing are infrequent. Frequent opportunities for independent reading, in a variety of genres. Discussions lead to analysis of author's style. Daily independent reading of a wide range of genres offers discussion opportunities of author's style and adaptations to student's writing.
Goals appear contrived and from outside source.
Student tends to focus on weaknesses and doesn't see self as a writer. Goals and growth selected from class brainstorm and are general. Self-selected writing is usually limited to genres such as poetry, narrative, reports. Student presents strengths and weaknesses. Articulation of goals and growth indicate surface elements but student is informed of the process.