Equipped for the Future's (EFF) writing standard, Convey Ideas in Writing, describes the process that proficient writers use to communicate effectively. It includes four components:

1. Since we use skills differently depending on what we're trying to do (if we're writing a grocery list for ourselves, we probably pay less attention to spelling, legibility, and creativity than if we're writing a love note), the EFF standard begins with the identification of purpose.
2. The purpose and audience will determine the kinds of writing strategies and formats needed for the task.
3. The purpose will also shape the level of correctness needed in a piece of writing. The aim is to use the language conventions that are appropriate to the context and that help you reach the reader.
4. Fortunately, writing is a skill with a built-in assumption of support from others. To carry out the process well, writers are often expected to "rehearse" by creating drafts and seeking feedback to improve their products.

What purposes might adults have for writing related to the upcoming election issues and how might the EFF standard help teachers and students guide the process? Here are three examples:

Purpose 1. Understand the election issues and/or the candidates' views.
This purpose might lead to first taking some notes about the issues or the candidates' positions. Weighing the pros and cons of an issue or comparing the candidates could be easier if the information is graphically organized in a chart. The care with which it's organized—clear headings, etc.—and the amount/clarity of information would depend on whether the chart is for oneself or for presentation to others. Based on this, writers would have to decide how carefully they need to attend to grammar and other writing conventions. It would be helpful to get feedback to answer the questions: Is this information presented clearly? Have I included enough information so that you can make the comparison?

Purpose 2. Write a persuasive letter to the editor.
To generate a persuasive letter, writers might want to first freewrite their thoughts, feelings, or experiences of an issue/candidate and then, perhaps in consultation with others, prioritize their most comelling points. When they've settled on the content of their message, they would have to organize the text so that it flowed well from beginning to end. Since a letter to the editor should be written as a formal letter, writers need to make sure that it's properly formatted and carefully checked for errors. Feedback would be helpful for determining if their letter is persuasive and to help proofread for errors.

Purpose 3. Write to sort out reactions to one of the articles.
Reflective writing allows to spend more time with our thoughts about a topic, considering it from multiple angles or pondering why we care about it. It is a useful way to clasrify our thoughts before entering a group discussion or to figure out what else we want to know about the topic. This journal-like writing is not done for external readers and therefore the writer doesn't need to attend to the conventions of writing that make it easier for readers to understand the text. Writers may seek feedback/dialogue about their ideas, but this is for the purpose of helping the writer "revise" their thinking, not the writing.

Andy Nash is the EFF coordinator and the civic participation coordinator at NELRC/World Education in Boston, MA. She may be reached at: anash@worlded.org