The 6+1 Writing Traits: An Overview Debra Junkoon & Cindy Sinsap American School of Bangkok August 2010 Materials adapted from Education Northwest

The 6+1 Writing Traits: The 6+1 Writing Traits: An OverviewAn Overview

Debra Junkoon & Cindy SinsapDebra Junkoon & Cindy Sinsap

American School of BangkokAmerican School of Bangkok

August 2010August 2010

Materials adapted from Education NorthwestMaterials adapted from Education Northwest http://educationnorthwest.org/traitshttp://educationnorthwest.org/traits

and Sue Misner, former Curriculum Director of RIS and Sue Misner, former Curriculum Director of RIS

Basic QuestionsBasic Questions

What makes good writing?What makes good writing? What do we look for when we grade What do we look for when we grade

essays?essays? What do we teach when we teach What do we teach when we teach

writing?writing?

The 6+1 TraitsThe 6+1 Traits® ® is a tool to help provide is a tool to help provide answers for these questions.answers for these questions.

Levels of Implementation of the Levels of Implementation of the Traits of WritingTraits of Writing (in handout): (in handout):

Identify your current level of Identify your current level of Writing Traits implementationWriting Traits implementation

What are the 6+1 traits of What are the 6+1 traits of writing?writing?

Ideas: Ideas: the main messagethe main message Organization: Organization: the internal structure of the the internal structure of the

piece;piece; Voice:Voice: the personal tone and flavor of the the personal tone and flavor of the

author's messageauthor's message Word Choice: Word Choice: the vocabulary a writer chooses the vocabulary a writer chooses

to convey meaningto convey meaning Sentence Fluency: Sentence Fluency: the rhythm and flow of the rhythm and flow of

the languagethe language Conventions: Conventions: the mechanical correctnessthe mechanical correctness Presentation: Presentation: how the writing actually looks how the writing actually looks

on the pageon the page

Some background… Some background…

Who developed the 6 traits?Who developed the 6 traits? The six traits were developed in The six traits were developed in

the 1980’s by teachers from across the 1980’s by teachers from across the US. These teachers evaluated the US. These teachers evaluated thousands of papers at all grade thousands of papers at all grade levels and identified “common levels and identified “common characteristics of good writing.”characteristics of good writing.”

These “qualities” became the six-These “qualities” became the six-traits..traits..

It’s the LANGUAGEIt’s the LANGUAGE The SHARED VOCABULARY adds a The SHARED VOCABULARY adds a

rich component to the teaching rich component to the teaching and assessing of writingand assessing of writing

The traits give teachers a focus for The traits give teachers a focus for their writing instruction.their writing instruction.

What's so great about the What's so great about the traits?traits?

What Do the Traits What Do the Traits Provide for Students? Provide for Students?

The tools to self-assess The tools to self-assess The vocabulary to revise and The vocabulary to revise and

discuss discuss – Their own papersTheir own papers– The writings of their peersThe writings of their peers

A common understanding about A common understanding about what a grade means when their what a grade means when their papers are returned papers are returned

Consistency in teacher Consistency in teacher expectationsexpectations

Two writing samples to Two writing samples to comparecompare

““The Redwoods”The Redwoods” ““Mouse Alert”Mouse Alert”

(both in the handout)(both in the handout)

THE REDWOODSLast year, we went on a vacation

and we had a wonderful time. The weather was sunny and warm and there was lots to do, so we were never bored.

My parents visited friends and took pictures for their friends back home. My brother and I swam and also hiked in the woods. When we got tired of that, we just ate and had a wonderful time.

It was exciting and fun to be together as a family and to do things together. I love my family and this is a time that I will remember for a long time. I hope we will go back again next year for more fun and an even better time than we had this year.

As soon as school was out, we left on vacation. Nothing went the As soon as school was out, we left on vacation. Nothing went the way it was supposed to. Dad backing into a tree on the way out way it was supposed to. Dad backing into a tree on the way out of the driveway, pushing the bike rack through the rear window of the driveway, pushing the bike rack through the rear window and nearly scaring my sister to death. She was cranky the rest of and nearly scaring my sister to death. She was cranky the rest of the trip. We had to take our other car, which is smaller and you the trip. We had to take our other car, which is smaller and you can’t hook the bike rack up to it. Now my sister and me were can’t hook the bike rack up to it. Now my sister and me were crowded together so much she kept complaining about me crowded together so much she kept complaining about me breathing on her and taking up all her air and foot room. Plus breathing on her and taking up all her air and foot room. Plus now Dad knew a big bill would be waiting for him when we got now Dad knew a big bill would be waiting for him when we got home. It put everyone in a lovely trip starting mood.home. It put everyone in a lovely trip starting mood.

We were supposed to go to Yellowstone Park. Well, We were supposed to go to Yellowstone Park. Well, actually, we did but just barely. I think we hold the world’s record actually, we did but just barely. I think we hold the world’s record for shortest time spent in the park. This was all due to my for shortest time spent in the park. This was all due to my mother’s new attitude toward animals. The night before mother’s new attitude toward animals. The night before yellowstone we stayed in a cabin on the edge of the park. It had a yellowstone we stayed in a cabin on the edge of the park. It had a lot of mice, but most of them had the good sense to stay hidden lot of mice, but most of them had the good sense to stay hidden in the walls. One poor furry guy had a death wish and showed in the walls. One poor furry guy had a death wish and showed himself. The whole family went into action. My father got a himself. The whole family went into action. My father got a broom, which looked like an oversized weapon for a mouse. My broom, which looked like an oversized weapon for a mouse. My mother hugged her pink flanel nightgown around her knees, mother hugged her pink flanel nightgown around her knees, jumped up on a wood chair and started shrieking “Kill him! Kill jumped up on a wood chair and started shrieking “Kill him! Kill him!” Her eyes were as big as her fists. I had never seen her him!” Her eyes were as big as her fists. I had never seen her quite so blood thirsty. quite so blood thirsty.

MOUSE ALERT

My sister spent the whole time dancing on the bed crying her My sister spent the whole time dancing on the bed crying her eyes out and yelling, “Don’t kill it Dad! Don’t kill it!” It was up eyes out and yelling, “Don’t kill it Dad! Don’t kill it!” It was up to Dad and me to trap it. We got it in a pickle jar and took it to Dad and me to trap it. We got it in a pickle jar and took it down to the lake and let it go. It seemed really happy to get down to the lake and let it go. It seemed really happy to get away from us. I though I knew how it felt.away from us. I though I knew how it felt.

The next day we raced through Yellowstone and then The next day we raced through Yellowstone and then headed home. My Mother said she had enough of animals. For headed home. My Mother said she had enough of animals. For weeks afterwards, this was the big story she told everyone weeks afterwards, this was the big story she told everyone who asked about our vacation. You’d have thought the whole who asked about our vacation. You’d have thought the whole point of our trip was to go on a mouse hunt. Dad said all the point of our trip was to go on a mouse hunt. Dad said all the money we saved by not staying at Yellowstone could go to money we saved by not staying at Yellowstone could go to pay for the broken car window, so for him the trip worked out pay for the broken car window, so for him the trip worked out perfect. As for me, I’m still planning to get back to perfect. As for me, I’m still planning to get back to Yellowstone one day. I want to see something bigger than a Yellowstone one day. I want to see something bigger than a mouse.mouse.

Which piece was Which piece was “better”? Why?“better”? Why?

What strengths did you see in “The What strengths did you see in “The Redwoods”? Weaknesses?Redwoods”? Weaknesses?

What about “Fox”?What about “Fox”? What comments would you give What comments would you give

the students who wrote these the students who wrote these papers?papers?

Overview of the 6+1 Trait Overview of the 6+1 Trait Scoring RubricScoring Rubric

……or, welcome to write traits or, welcome to write traits

BOOT CAMPBOOT CAMP

How are the traits assessed?How are the traits assessed?

Each trait is assessed using a 5-point rubricEach trait is assessed using a 5-point rubric

WOW!5 = strong (experienced)

4 = competent (capable)

3 = developing

2 = emerging (emerging)

1 = not showing the trait ( experimenting)

IdeasIdeas

WOW! 5 = Strong: A clear, focused paper with relevant, telling, quality details. Writer appears knowledgeable and experienced and uses original and fresh ideas. Writer anticipates and answers readers’ questions.

Content, Main ThemeContent, Main Theme

3 = Developing: Topic is beginning to be defined; still fairly broad. Support for ideas attempted and reasonably clear. Generally stays on topic, but leaves readers with questions.

IdeasIdeas


1 = Not showing the trait: No clear sense of purpose. Reader must use inferences to gain meaning from the text. Information is limited or unclear. Topic is not defined. May be repetitious, disconnected, and random.

IdeasIdeas


Scoring PracticeScoring Practice Kindergarten and Elementary Kindergarten and Elementary

teachersteachersLook at Look at RuderRuder, or , or I Can Fly I Can Fly in the packetin the packet

Middle School and High School Middle School and High School teachersteachers

Look at Look at My FamilyMy Family, or , or My Special FriendMy Special Friend1. Read the Ideas rubric2. Score the piece for IDEAS only3. Compare your scores with

neighbors4. Use the language of the rubric

to defend your score

OrganizationOrganization

WOW!

5 = Strong: Organization enhances main idea. Order and structure move reader through. Introduction draws reader; conclusion brings a sense of closure. Transitions show how ideas connect. Logical sequencing.

Internal Structure of the WritingInternal Structure of the Writing


3 = Developing: The structure is organized strong enough to move readers through the text without much confusion. Introduction and conclusions recognizable, but may not tie up loose ends. Transition sometimes work well. Sequencing shows some logic.



1 = Not showing the trait: Lacks clear sense of direction. No identifiable internal structure. No introduction or conclusion. Poor sentencing; awkward pacing. Story line or main point difficult to follow.


Assessing Assessing OrganizationOrganization

What score would you give the What score would you give the passage you just read for passage you just read for organization?organization?

VoiceVoice

WOW!

5 = Strong: A feeling the writer is speaking directly to reader; reader gets a sense of the person writing. Reveals him/herself. Tone provides flavor and texture; appropriate match to the intended audience and purpose.

Reader hears the author’s personal voiceReader hears the author’s personal voice

VoiceVoice

3 = Developing: Writer appears sincere, but not fully involved or engaged. Result is pleasant, but not compelling; sincere, but not passionate. One or two areas surprise or delight reader. Writer may share point of view, but may often appear obscure or vague.


VoiceVoice

1 = Not showing trait: Writer appears uninvolved, indifferent or distanced from topic or audience. Writing flat, humdrum, monotone, lifeless, or mechanical. Does not reflect a point of view.


Word ChoiceWord Choice

WOW!5 = Strong: Conveys intended message with interesting words in a natural way. Words are interesting, engaging, powerful, specific, striking, and accurate. Language is not overdone, but natural. Uses lively verbs, precise nouns, and modifiers.

Use of precise, colorful, and rich wordsUse of precise, colorful, and rich words


3 = Developing: Functional language, but lacks energy. Meaning is easy to understand on a general level. Words are correct and adequate, but lack originality or flair. Attempts at colorful language. Verbs are passive; lack of interesting adverbs. Uses common nouns and adjectives.



1 = Not showing trait: Limited vocabulary; vague language. Only limited message comes through. Words used incorrectly. Jargon, clichés, and/or redundancy distracts reader. Words just don’t work.


Sentence FluencySentence Fluency

WOW!5 = Strong: Text has easy flow, cadence, and rhythm. Strong well-built sentences with varied structure allows for expressive oral reading. Sentences vary in length. Beginnings are purposeful and varied with creative and appropriate connections.

Writing flows, often with rhythm or cadenceWriting flows, often with rhythm or cadence


3 = Developing: Writing tends to be more business-like than musical, more mechanical than fluid. Sentences usually constructed correctly. Attempts to vary some sentence beginnings. Parts of text allows for expressive oral reading.



1 = Not showing trait: Difficult to read. Choppy, incomplete, rambling, or awkward sentences. Unnatural phrasing. Sentences do not hang together. Many sentences begin the same way. Either endless (and, and, and) or lack of conjunctions. Not easy to read expressively.


Scoring PracticeScoring Practice Kindergarten and Elementary teachersKindergarten and Elementary teachers

Look at Wicked Queen, or dinosaursLook at Wicked Queen, or dinosaurs in the packetin the packet

Middle School and High School teachersMiddle School and High School teachersLook at Look at My Best ThingMy Best Thing, or , or I may be quiet but I I may be quiet but I

listen very loudlisten very loud

1. Read the Sentence Fluency rubric2. Score the piece for this trait only3. Compare your scores with neighbors4. Use the language of the rubric to

defend your score

ConventionsConventions

WOW!5 = Strong: Strong use of standard writing conventions: spelling, capitalization, punctuation, grammar, usage, and paragraphing. Readability is enhanced by effective use of conventions.

Mechanical correctness including spelling and grammarMechanical correctness including spelling and grammar


3 = Developing: Reasonable control over conventions; spelling, punctuation, capitalization, grammar, usage, and paragraphing. Sometimes conventions enhance readability, other times errors are distracting.



1 = Not showing trait: Reader distracted by frequent errors in spelling, capitalization, punctuation, grammar, usage, and paragraphing. Must read once to decode before meaning is gained.


PresentationPresentation

5 = Strong:5 = Strong: (If handwritten) neat, (If handwritten) neat, consistent formation of letters and consistent formation of letters and spacing; (if word processed) spacing; (if word processed) appropriate font and size; use of white appropriate font and size; use of white space for balance; use of titles, bullets space for balance; use of titles, bullets or other devices to assist reader; or other devices to assist reader; effective integration of text and effective integration of text and illustrations (when appropriate)illustrations (when appropriate)

WOW!

Attention to appearance and visual Attention to appearance and visual effectivenesseffectiveness


3 = Developing3 = Developing: (If handwritten) : (If handwritten) readable; (if word processed) readable; (if word processed) experimentation with font and size experimentation with font and size sometimes successful; text may crowd sometimes successful; text may crowd the edges; some markers to assist the edges; some markers to assist reader; attempted integration of text reader; attempted integration of text and illustrations (when appropriate)and illustrations (when appropriate)



1 = Not showing trait1 = Not showing trait: (If handwritten) : (If handwritten) irregular letters, slant or spacing make irregular letters, slant or spacing make text hard to read; (if word processed) text hard to read; (if word processed) multiple fonts and sized distract; multiple fonts and sized distract; random spacing, little or no white random spacing, little or no white space; lack of markers to assist reader; space; lack of markers to assist reader; visuals (when appropriate) are unclear, visuals (when appropriate) are unclear, misleading, or too complexmisleading, or too complex


Great rater tipsGreat rater tips

The positive-negative leniency errorThe positive-negative leniency error AppearanceAppearance LengthLength FatigueFatigue Personality clashPersonality clash SkimmingSkimming Self-scoringSelf-scoring Sympathy scoreSympathy score

Scoring PracticeScoring Practice Look at either “Dad I want a Dog”, Look at either “Dad I want a Dog”,

or ”The Pet I Always Wanted”. or ”The Pet I Always Wanted”.

1. Use the One-Pager version of the rubric and score the passage for all 6 traits

2. Compare your scores with neighbors3. Use the language of the rubric to

defend your score

ReviewReview

Look at the “Look at the “Are You a Trait Are You a Trait MasterMaster” assessment on page 2 of ” assessment on page 2 of the handout.the handout.

Decide which trait each of the Decide which trait each of the items describes.items describes.

Trait Trait1 conventions 11 word choice2 word choice 12 sentence

fluency3 ideas 13 conventions4 voice 14 presentation5 organization 15 ideas6 conventions 16 organization7 organization 17 organization8 presentation 18 sentence

fluency9 voice 19 word choice10 ideas 20 organization

Answer KeyAnswer Key

ResourcesResources Northwest Regional Education Laboratory Northwest Regional Education Laboratory

(NWREL), now known as Education Northwest, is (NWREL), now known as Education Northwest, is the “official” source of information on 6+1 Traitsthe “official” source of information on 6+1 Traits

http://educationnorthwest.org/traitshttp://educationnorthwest.org/traits Books by Ruth Culham provide a good basic Books by Ruth Culham provide a good basic

guide on the traits and how to use them in the guide on the traits and how to use them in the classroom. classroom.

Both books are in the ASB library

Next StepsNext Steps Use the NWREL site and the other links Use the NWREL site and the other links

we’ve provided for more information we’ve provided for more information and tips on how to introduce and use and tips on how to introduce and use the traits in your classroomthe traits in your classroom

Add the topic of 6 Traits to department Add the topic of 6 Traits to department meeting agendas meeting agendas – discuss strategies and ways of using them discuss strategies and ways of using them

in the classroom in the classroom – score a practice paper, or writing done by score a practice paper, or writing done by

your students at department meetingsyour students at department meetings

Documents

The 6+1 Writing Traits: An Overview Debra Junkoon & Cindy Sinsap American School of Bangkok August 2010 Materials adapted from Education Northwest