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6 + 1 Writing Traits
based on the work of Northwest Regional
Educational Laboratory (NWREL) and the
Culham Writing Company
Objectives
• Define each of the traits• Discuss and participate
in activities that support the traits
• Discuss scoring and rubric design
A Word (or two) about Writing
• Writing is the most intellectually demanding of the four modes of communication
• Writing is the LAST of the four to be mastered.
• Writing at different points of the learning cycle takes different forms
• Writing is not just a demonstration of what has been learned; writing is a means to learn.
Writing in the Learning Cycle
1. Introduction to new information
2. Presentation of new information
3. Processing information4. Assessment of knowledge5. Remediation or
advancement
Evolution of the Traits
• 1961 Study by Paul Diedrich, et.al.– Ideas– Mechanics– Organization– Wording/
Phrasing– Flavor
• 1984 NWREL (Teachers) – Ideas and
Content– Organization– Voice– Word Choice– Sentence
Fluency– Conventions
The Six Traits
The model provides a shared vocabulary
for all teachers to assess and teach writing by
focusing on six characteristics of writing
that are noticeable in outstanding written
work.
Why Use the 6-Traits?
What Do the Traits Provide for Students?
• The tools to self assess • The vocabulary to revise and
discuss – Their own papers– The writings of their peers
• A common understanding about what a grade means when their papers are returned
• Consistency in teacher expectations
South Dakota Writing Assessment
Writing Assessment 6+1 Traits
Ideas and Development Ideas
Organization, Unity, and Coherence
OrganizationSentence Fluency
Word Choice Word Choice
Sentences and Paragraphs Sentence FluencyConventions
Grammar and Usage Conventions
Mechanics Conventions
http://doe.sd.gov/octa/assessment/stanfordwritingscores/index.asp
The 6 + 1 Traits
1. Ideas – details, development, focus2. Organization – internal structure3. Voice – tone, style, purpose, and
audience4. Word Choice – precise language
and phrasing5. Sentence Fluency – correctness,
rhythm, and cadence6. Conventions – mechanical
correctnessPresentation – handwriting, formatting, layout
+1.
Using Literature to Teach Writing
The picture book is a peculiar art form that thrives on genius, intuition, and a meticulous attention to its history and its various, complex components. The picture book is a picture puzzle, badly misunderstood by critics and condescended to by far too many as merely a trifle for “the kiddies”.
~ Maurice Sendak, author of Where the Wild Things Are
The Ideas Trait
Ideas are the heart of the message, the
content of the piece, the main theme, together with the
details that enrich and develop that theme.
Ideas
• Narrow and manageable topic• Relevant, quality details that
go beyond the obvious• Accurate, supporting details • Fresh, original writing that
reflects knowledge or experience
• Readers’ questions are anticipated and answered
• Insight
At the Primary Level…
• Encourage and support their role as observers, gatherers and collectors of information– Share orally– Later through text
• Look for details and complexity in children’s artwork
• Listen for details as they tell stories
Generating Strong “Ideas”
•Encourage students to be observers
•Use pictures•Create webs or
clusters of ideas•Probe for questions•Draw
Foldables
Pancakes for Breakfastby Tomie De Paola
Strategies…
• Rewrite a familiar story or procedure WITHOUT the details; then ask students to fill them in
• Turn “non-fiction” topics into a story (Sir Cumference Math Adventures)
• Write a general term on a notecard and ask students to fill in the details.
The Organization Trait
Organization is the internal structure of a piece of writing, the
thread of central meaning, the logical and
sometimes intriguing pattern of the ideas.
Organization
• An inviting introduction; a satisfying conclusion
• Thoughtful transitions• Logical and effective
sequencing• Well-controlled pacing• Original title• Smooth flow, matching
purpose and audience
At the Primary Level…
• Think balance and harmony• A method for organizing multiple
pictures on a page• May include titles or labels• Gradual development of sequencing• Writers develop a strong sense of
beginning and ending by listening to text
Importance of Organization
• In any given unit of study, students need to sort details, establish main ideas, and see connections and patterns.
• Students are expected to…– Classify terminologies– Compare elements/components– Identify characteristics– Establish chronology– Justify claims and cases– Identify causes, consequences and
conditions– Formulate criticisms
Promoting “Organization”
• Ask students to provide the “order” to familiar procedures, sentences, even cartoons.
• Model organization by using many types of graphic organizers.
• Ask students to identify story elements (character, setting, problem, solution, beginning/middle/end)
There Was An Old Lady Who
Swallowed A Fly by Simms Taback
Name in order the many things the lady swallowed from smallest to largest
The Snowy Dayby Ezra Jack Keats
In The Snowy Day, the boy made foot -prints with his boots in the fresh snow.
I have made footprints, too, but mine are labeled with author, title, character, setting, beginning, middle, & end.
When I call on you, please stand on an empty footprint. I will read the label to you. Please tell me in a complete sentence about that element of the story.
Every student will have a turn. We will follow the story trail from beginning to end, and even in between using our “Snowy Day” footprints.
Encouraging “Organization”
• Model many, many graphic organizers and so that students select the most appropriate to fit their purpose
• Articulate and discuss textual patterns
The Word Choice Trait
Word choice is the use of rich, colorful,
precise language that moves and enlightens the
reader.
I always did well on the essay questions. Just put everything you know on there, maybe you’ll hit it. And then you’d get the paper back from the teacher, and she’s just written one word across the entire page, “vague.” I thought “vague” was kind of a vague thing to say. I’d write underneath it, “unclear,” send it back. She’d return it to me, “ambiguous.” I’d send it back to her, “cloudy.” We’re still corresponding to this day… “hazy”… “muddy” . . .
Jerry Seinfeld SeinLanguage (1993)
Word Choice
• Specific and accurate words• Striking words and phrases• Natural, effective, and appropriate
language• Lively verbs, specific nouns and
modifiers– “The bug crawled across the floor”– “The cockroach skittered across the
carpet.”• Language choices enhance
meaning and clarify understanding• Obvious precision
At the Primary Level…
• Look for strong words in oral storytelling
• Note curiosity about word meanings or usage
• Look for an understanding that letters form words
• Encourage students’ willingness to experiment
• In text – VERBS, VERBS, VERBS, and unusual nouns, adjectives and adjectives that support experimentation
Promoting Powerful “Word Choice”
• Discuss and display subject or content-specific vocabulary
• Discuss transition words for identified purpose
• Encourage students to “play” with new words– Construct a continuum to show how words
grow from specific examples to general concepts
• Discourage the use of “empty words”• Consider how connotations impact
word choice
“When Sophie Gets Angry – Really, Really Angry” (Molly Bang)
Let’s think of as many “angry” word choices as we can. We will write them on one side of our chart paper.
On the other side, let us think of as many “happy” word choices as we can, and we will write them down too.
“When Sophie Gets Angry – Really, Really Angry”
by Molly Bang
Angry Words
Happy Words
Boys-n-Berry Pie with Fried Chipmunk Crust
• 1 boy (plucked eyebrows)• 3 cups fresh berries (ask your bear friends
where the best berries are)• 1 cup of honey (be careful of bee stings…bear
friends should warn you of this)• 1 pie crust (made from leftover chipmunk)Take your boy and pluck his eyebrows so there will
be no stray eyebrows in your pie. In a bowl, mix him together with your fresh berries and honey. Be careful to make sure to stir all ingredients completely.
In another bowl, take your leftover fried chipmunk and crush into a fine powder. Firmly pat into the bottom of a pie plate.
Pour your boys-n-berry mixture over your fired chipmunk crust and bake in 350 degree oven for one hour.
Remove from oven and let cool. Serve with a dollop of Chocolate Moose.
Teaching Word Choice
• Teach short statements – live within a budget of fifty words. – Promotes precision and conciseness
• Collection of verbs for every subject• “Retire” the tired words and
brainstorm alternatives to common words
• Encourage word acquisition in “real-world” situations
• Put good resources to work (thesaurus, dictionary)
Word Cemetery
The Voice Trait
The voice is the heart and soul, the magic,
the wit, along with the feeling and conviction of the individual writer
coming out through the words.
Voice
• Interesting and appropriate tone
• Strong interaction with the reader
• Risks are taken• Strong commitment
(expository or persuasive)• Honest, personal, and
engaging (narrative)
At the Primary Level…
• Individuality and Sparkle• Love of writing, drawing, life
itself• Emotion• Individual expression,
independence and liveliness• Facial expressions when telling
stories• Strong voice gets our attention
Encouraging “Voice”
•Draw or articulate emotions
•Use colors to represent voice
•Discuss the voices you hear in books, media, etc…
•Use unique voices regularly
Give It a Voice
Sentence Fluency(the auditory trait)
Sentence Fluency is the rhythm and flow of the language, the sound of word patterns, the way
in which the writing plays to the ear – not
just to the eye.
Sentence Fluency
• Sentence construction that underscores and enhances meaning
• Sentence variety in both length and structure
• Purposeful and varied sentence beginnings
• Creative and appropriate connectives
• Cadence
At the Primary Level…
• Rhythm and cadence in oral language
• Notice how the writer attends, as a listener, to the rhythm and language you share orally
• Look beyond punctuation as sentences begin to flow
• Always look at sentence beginnings. When you see differences, let the writer know.
Promoting “Sentence Fluency”
• Use Tongue Twisters• Read aloud to yourself
(whisper phones)• Use a variety of poetry• Use music• Try choral readings • Sentence stretching• Use sentence strips for
sentence beginnings• Create visuals of sentence
length
Make Your Sentence Grow
The person went down the road.
Conventions
Conventions are the mechanical correctness of the piece – spelling, grammar and usage, paragraphing, use of
capitals, and punctuation.
Conventions
• Correct spelling (generally)• Accurate punctuation• Consistent application of
capitalization skills• Correct grammar and usage• Sound paragraphing• Manipulation of conventions
is appropriate.
At the Primary Level…
• Use of conventions shows up first in borrowing
• Notice “simple” things – writing left to right, beginning at the top of the page, facing letters the same direction every time
• Discovery of punctuation is cause for celebration
• Readable spelling is a logical goal
A Note About Spelling
“Conventionally correct spelling is a lifelong goal which virtually no one (including professional editors) masters totally without the support of helpful resources (dictionaries and spell-checkers).”
from Seeing with New Eyes
Teach Students to Edit Their Own/Their Peers’
“Conventions”• Use highlighters to
identify specific words or phrases
• To find spelling errors, begin reading the paper from the end
• Use an editing checklist.
Dear John
Punctuation Patrol
• Punctuation Police• Capitalization Cop• Spelling Spy • Conventions Captain• Private Eye of
Paragraphing
The Presentation Trait
Presentation zeros in on the form and layout of the text
and its readability; the piece should be pleasing to the eye.
Presentation
• Handwritten: consistent slant and uniform spacing
• Word-processed: appropriate fonts and font sizes
• Style markers (bullets, headings, page numbers, etc…) are appropriate
• Effective integration of text and illustrations and graphics (charts, maps, table, etc…)
At the Primary Level…
• Balance and harmony• Closely related to organization
at this level • Balance of text (even scribbles
and random letters) and pictures
• Appropriate use of title, captions, etc… will emerge as writing becomes more sophisticated.
Rating Rubrics
Practice, Practice, Practice
• http://www.nwrel.org/assessment/• Scoring Guides
– basic rubric• Scoring Examples
– various grade levels and ratings with comments from the “experts”
• Scoring Practice – Score a student sample, then see
how your rating compares to the “experts”
Tips for Using the Traits
• Use the 6-Trait vocabulary consistently.
• Expect students to discuss writing using the same vocabulary.
• Don’t score every trait every time• Score the traits that are the most
helpful and appropriate– To meet the learning target– To provide feedback based on the
assignment
• Don’t equate rating scores with letter grades.