The Six Traits of Writing
6 + 1® Trait Writing
4/4/2011
Kellee Young
Research Paper C & I 318
6 + 1® Trait Writing
Contents 1. Definition 1.1 Definitions of Traits 1.2 Details of Traits 2. Summary 3. Specific Teaching Ideas 4. References |
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Definition
A specific technique of teaching and evaluating writing trademarked by Education Northwest. This method is utilized as a teaching and assessment tool for grades K-18 throughout the United States and several other countries all over the world. Northwest’s definition is “The 6+1 Trait® Writing Model of Instruction & Assessment provides a common language for teachers and students to communicate about the characteristics of writing and establishes a clear vision of what good writing looks like” (2011).
Definition of Traits (Education Northwest, 2011)1. Ideas – the main message
2. Organization – the internal structure of the piece
3. Voice – the personal tone and flavor of the author's message
4. Word Choice – the vocabulary a writer chooses to convey meaning
5. Sentence Fluency – the rhythm and flow of the language
6. Conventions – the mechanical correctness
7. Presentation (optional) – how the writing actually looks on the page
Details of Traits
Ideas - To be a captivating piece of writing, the central idea of writing needs to be expressed with clear, relevant, focused details that paint a rich visual picture in the mind of the reader. A manageable and narrow topic allow for presenting precise, quality details to express the writer’s experience and knowledge. According to The Northern Nevada Writing Project and WritingFix (NNWP) “Like the foundation of a house, idea development serves as the solid base on which a good piece of writing rests. If you start with a solid idea, your writing can grow as big as you want” (2011).
Organization – This trait of writing enhances and develops the central idea or theme. Organization maintains a controlled pace by providing a logical and effective sequence of details that walk the reader through the text beginning with an engaging introduction, thoughtful transitions, and a satisfying conclusion. NNWP and WritingFix explains that “Organization is the structure of writing. Just as a house has an entrance, an exit, hallways that connect, and a sensible layout, so too does a piece of good writing (2011).
Voice – The voice of the writing is the author’s personal connection with the reading audience through their passion and purpose of the material. This part of the writing reveals the true intentions of the writer. As emphasized by Education Northwest “Voice is the writer coming through the words, the sense that a real person is speaking to us and cares about the message. It is the heart and soul of the writing, the magic, the wit, the feeling, the life and breath” (2011).
Word Choice – Commanding and engaging words communicate the writing in a specific, appealing and natural way utilizing effective writing elements. Education Northwest teaches that “Strong word choice is characterized not so much by an exceptional vocabulary chosen to impress the reader, but more by the skill to use everyday words well. In all modes of writing figurative language such as metaphors, similes and analogies articulate, enhance, and enrich the content” (2011).
Sentence Fluency – The writing displays a cadence and flow connecting sentences ideas fluidly in an expressive way. As defined by NNWP, “sentence fluency uses a variety of sounds, beginnings, connectors, and readability sentences and phrases that float through a piece of writing” (2011).
Conventions – A good grasp of writing conventions including spelling, grammar, punctuation, capitalization, usage, and paraphrasing that is grade appropriate should be evident in the writing piece. NNWP sums up conventions as “The roof of a house—though planned from the beginning—is not built first. Think about conventions near the end of your process” (2011).
Presentation (optional) – Presentation has to do with the writing piece to be pleasing to the eye
and is not always included in teaching the traits of writing.
Summary
Using Education Northwest’s 6+1® Traits of Writing for teaching and evaluating students’ writing allows for consistency and uniformity in the realm of the writing world. This method is utilized as a teaching and assessment tool for grades K-18 throughout the United States and several other countries all over the globe. Teachers can then hone in on the skills that are lacking and where there are strengths in their students’ writing. As Education Northwest points out, “The traits help kids understand what is working well and what needs to be improved…give teachers a focus…give us all a common language for talking about and celebrating writing. Rather than a curriculum or a canned program of writing, 6+1 Trait writing offer a model of assessment and instruction designed by teachers and based upon best practices…[and] gives teachers lots of autonomy to select literature, sequence their instruction, and decide how to best meet the needs of this year's students” (2011).
Specific Teaching Ideas
For a grade four lesson: Read Punctuation Takes A Vacation by Robin Pulver for the foundation to the assignment.
Next, for the writing portion create a chart with two columns: Types of Punctuation (e.g., periods, question marks, exclamation marks, commas, colons, etc.) and Types of Concise Writing (postcards, emails, thank you notes, haikus, poems, etc.). Brainstorm with class to generate things to fill each of these categories (use ideas presented in the book as a springboard).
Then, re-visit the postcard theme in the book and have the students (in groups) produce pairs (one punctuation mark with one writing type from each group) and on postcards write the type of writing with the punctuation mark’s voice (as in the book).
Lastly, each group presents their cards aloud. Check for understanding as they read their cards.
This conventions lesson adapted from the Northern Nevada Writing Project’s “Going Deep with 6 Traits Language” Guide. It provides for a fun way to practice and reinforce the role of each punctuation mark without the boring redundancy of drilling.
Common Words - a synonym Word Choice activity game for any grade level adapted from The Teacher’s Desk
First, generate a common list of words (each on a separate index card) and for each common word, write a synonym on a smaller tagcard (made of posterboard or card stock). Write the common word on the back of the tagcard( to allow for self-checking). Doing this on printed labels can professionalize your cards…and they can be laminated. Store in ziplock bags.
Common word examples: laugh, cry, happy, sad, run
Spread out all the common word cards on the table. Shuffle smaller cards Match the smaller synonym cards to the common word cards When all cards are played – turn over for self-checking answersConcept Mapping (used to organize thinking after any type of reading) – adapted from Nonfiction Matters: Reading, Writing and Research in Grades 3-8 by Stephanie Harvey
Nonfiction concept mapping sorts main ideas and supporting details according to the following questions: Who is it? What is it like? What are some examples? Students graphically represent the writing in the form of a web with the central idea in the center with supporting details surrounding it.
Writers Workshop - adapted from English and the English Language Arts
After the presentation of a reading mini-lesson, students participate in a five- to ten-minute daily writing exercise (teacher instructed) in writing skills and applications followed by independent writing for 30 minutes.
Puzzle Poem – to develop and strengthen word choice skills adapted from Teaching the Native American
First puzzle piece - have students pick a phrase (brainstorm as a class and write choices on board, e.g., I see…I dreamed…I like…I wish I was…We believe…He goes…etc.) they will repeat to begin each line of their poem.
Then, have them create two columns on their paper; subject (horse, clouds, spider) and an action (gallops, floats, crawls)
Second puzzle piece - the subject
Third puzzle piece – the action
Last put the pieces together; they can add onto the action for an extension.
References
Ackley, A. (2003). The Teachers Desk. Retreived from http://www.teachersdesk.org/ html.
Donaghue, M. R. (2009). English and the English Language Arts. Los Angeles, CA: Sage
Education Northwest (2011). Traits [definition]. Retrieved from http://educationnorthwest.org/traits.
Gilliland, H. (1999). Teaching the Native American. Dubuque, IA: Kendall/Hunt.
Harvey, S. (1998). Nonfiction Matters: Reading, Writing and Research in Grades 3-8. Markham, ON: Pembroke.
Northern Nevada Writing Project and WritingFix (2011). Building with the Traits Poster Set. Retrieved from http://writingfix.com/traits.html.