In her book, Writing Across The Curriculum In Middle and High Schools, Rhoda J. Maxwell conceptualizes writing using the levels model. Drawing on the work of James Britton as well as several linguists, Maxwell has designed a model for envisioning writing that focuses on audience and purpose. The following comes from a chart that appears in her book.
Level 1
Style: Informal- in speech, similar to talking with close friends
Audience: Writer and, in some cases, teacher and peer group
Function: Thinking through writing, organizing thoughts, generating ideas, developing fluency, helping with memory
Form: Note-taking, journal writing, responses, lists, brainstorming, mapping, first drafts
Evaluation: Content only, often not evaluated at all; mechanics, word usage, organization, spelling, and grammar are not considered.
Level 2
Style: More formal-in speech, similar to talking to an audience outside one's close circle of friend
Audience: Writer, classmates, teacher, parents; audience may not be known well
Function: Organizing thoughts coherently, developing ideas, explaining, informing; practical-to get work done
Form: Exams, homework, multiple drafts, reports, summaries
Evaluation: Evaluated for content and form; common writing conventions expected as appropriate for grade and ability level.
Level 3
Style: Formal-in speech, similar to talking to people not known, like giving a formal speech
Audience: Writer, classmates, teacher, parents, audience outside the classroom, an unknown audience
Function: Learning the value of producing error-free writing, reach a wider audience, learning how to edit and proofread
Form: Letters, reports, poetry, research papers, books, final drafts
Evaluation: Content and form of equal weight; all of the writing skills are expected to be correct; neatness and good handwriting or error-free typing important.
Maxwell, Rhoda J. Writing Across The Curriculum in Middle And High Schools. Boston: Allyn and Bacon, 1996.
