The Six + 1 Traits of The Six + 1 Traits of WritingWriting

(Source: Northwest Regional Educational Library: (Source: Northwest Regional Educational Library: http://www.nwrel.org and 6 +1 Traits by Ruth Culham)and 6 +1 Traits by Ruth Culham)

http://www.youtube.com/watch?v=yldtbXSAd5Y

Northern Elementary Northern Elementary Professional Development—Professional Development—

May 2012May 2012

““I always did well on essay tests. Just I always did well on essay tests. Just put everything you know on there, put everything you know on there, maybe you’ll hit it. And then you get maybe you’ll hit it. And then you get the paper back from the teacher and the paper back from the teacher and she’s written just one word across the she’s written just one word across the entire page, ‘vague.’ I thought vague entire page, ‘vague.’ I thought vague was kind of vague. I’d write was kind of vague. I’d write underneath it ‘unclear’ and send it underneath it ‘unclear’ and send it back. She’s return it to me, back. She’s return it to me, ‘ambiguous’. I’d send it back to her, ‘ambiguous’. I’d send it back to her, ‘cloudy’. We’re still corresponding to ‘cloudy’. We’re still corresponding to this day…. hazy…. muddy…” Jerry this day…. hazy…. muddy…” Jerry Seinfeld (Seinfeld (SeinLanguage)SeinLanguage)

““Students have been conditioned to Students have been conditioned to believe that great papers just believe that great papers just happen. That they are a guessing happen. That they are a guessing game and that one finds out what to game and that one finds out what to do after it is too late.” do after it is too late.”

Margie Krest “Adapting the Portfolio to Meet Student Margie Krest “Adapting the Portfolio to Meet Student

Needs” Needs” English JournalEnglish Journal February 1990 February 1990

The Six +1 Traits of WritingThe Six +1 Traits of Writing It’s not a program or curriculum. It’s not a program or curriculum.

Think of it is as a common language used in the Think of it is as a common language used in the classroom to help the teacher and students classroom to help the teacher and students celebrate what is being done well and focus celebrate what is being done well and focus instruction on what still needs work.instruction on what still needs work.

The six traits is an instrument teachers can use to The six traits is an instrument teachers can use to provide accurate, reliable feedback.provide accurate, reliable feedback.

The six traits were developed in the 1980’s by The six traits were developed in the 1980’s by teachers from across the country and is researched-teachers from across the country and is researched-based.based.

Six Traits +1 is not a silver bullet for Six Traits +1 is not a silver bullet for being and effective writing teacher. being and effective writing teacher.

However, it is a dynamic, flexible However, it is a dynamic, flexible assessment tool that works with the assessment tool that works with the curriculum to guide instruction so all curriculum to guide instruction so all students can successfully meet their students can successfully meet their writing goals.writing goals.

The Six Traits + 1The Six Traits + 1The six traits are: The six traits are: • IdeasIdeas• OrganizationOrganization• VoiceVoice• Word ChoiceWord Choice• Sentence FluencySentence Fluency• Conventions Conventions • Presentation (the +1)Presentation (the +1)•

Online Writing LaboratoryOnline Writing Laboratory

This is a wonderful website with resources to use in the classroom, a section for students, and a section for teachers.

http://www.edina.k12.mn.us/concord/teacherlinks/sixtraits/sixtraits.html

IDEASIDEAS

The ideas are the heart of the message, The ideas are the heart of the message, the content of the piece, the main theme, the content of the piece, the main theme, together with the details that enrich and together with the details that enrich and develop that theme.develop that theme.

Students need to select an idea, narrow Students need to select an idea, narrow the idea, elaborate the idea, and discover the idea, elaborate the idea, and discover the best information to convey the main the best information to convey the main idea. idea.

Teaching IdeasTeaching Ideas

To narrow topics use RAFTS (Role of To narrow topics use RAFTS (Role of writer, Audience for piece, Format of writer, Audience for piece, Format of material, Topic or subject)material, Topic or subject)

To elaborate “show, don’t tell.”To elaborate “show, don’t tell.”

http://www.edina.k12.mn.us/concord/teacherlinks/sixtraits/ideascontent.htm

ORGANIZATIONORGANIZATION

Organization is the Organization is the internal structure of a internal structure of a piece of writing, the piece of writing, the central meaning, the central meaning, the patterns of logic.patterns of logic.

Tips for Teaching Good Tips for Teaching Good OrganizationOrganization

A good lead hooks the reader and gives clues A good lead hooks the reader and gives clues about what is to come.about what is to come.

Thoughtful transitions link key points and ideas.Thoughtful transitions link key points and ideas. Sequencing should be logical, purposeful, and Sequencing should be logical, purposeful, and

effective.effective. Pacing—speeding up and slowing down—should Pacing—speeding up and slowing down—should

be under control.be under control. A satisfying conclusion wraps it all up and gives A satisfying conclusion wraps it all up and gives

the reader something to think about.the reader something to think about. http://www.edina.k12.mn.us/concord/teacherlink

s/sixtraits/organization.htm

VOICEVOICE

Is it style? Or tone? Or flavor?Is it style? Or tone? Or flavor? It’s all of this and more!It’s all of this and more! Voice is how the writing draws the Voice is how the writing draws the

reader in and creates a bond reader in and creates a bond between reader and writer. between reader and writer.

It is the soul of the writingIt is the soul of the writing..

Individual Voice..Individual Voice..

This really sounds like me!This really sounds like me! I’ve been honest and written what I think and I’ve been honest and written what I think and

feel.feel. Can you fell my commitment to this topic?Can you fell my commitment to this topic? I want you to experience my writing with me.I want you to experience my writing with me. I know why I’m writing and who my audience I know why I’m writing and who my audience

is.is. I bet you’ll want to read this to someone.I bet you’ll want to read this to someone. http://www.edina.k12.mn.us/concord/teacherli

nks/sixtraits/voice.htm

““We must teach ourselves to recognize our We must teach ourselves to recognize our own voice. We want to write in a way that is own voice. We want to write in a way that is natural for us, that grows out of the way we natural for us, that grows out of the way we think, the way we see, the way we care. But think, the way we see, the way we care. But to make that voice effective we must develop to make that voice effective we must develop it, extending our natural voice through the it, extending our natural voice through the experience of writing on different subjects for experience of writing on different subjects for different audiences, of using our voice as we different audiences, of using our voice as we perform many writing tasks.” perform many writing tasks.”

Donald Murray (Donald Murray (Write to Learn)Write to Learn)

WORD CHOICEWORD CHOICE Word choice is the use of rich, colorful, Word choice is the use of rich, colorful,

precise language that moves and precise language that moves and enlightens the reader.enlightens the reader.

Strong word choice clarifies and expands Strong word choice clarifies and expands idea, moves you to a new vision, or crates idea, moves you to a new vision, or crates images in your mind so real, you feel like images in your mind so real, you feel like you are part of the story yourself.you are part of the story yourself.

Ways to Teach Word ChoiceWays to Teach Word Choice Striking language—sharpening students’ Striking language—sharpening students’

descriptive powersdescriptive powers Exact language—use lively verbs, precise Exact language—use lively verbs, precise

nouns, and accurate modifiersnouns, and accurate modifiers Natural language—make it sound Natural language—make it sound

authenticauthentic Beautiful language—choosing colorful Beautiful language—choosing colorful

words and phraseswords and phrases http://www.edina.k12.mn.us/concord/teach

erlinks/sixtraits/wordchoice.htm

SENTENCE FLUENCYSENTENCE FLUENCY

Sentence fluency in the rhythm Sentence fluency in the rhythm and flow of the language, the and flow of the language, the sound of word patterns, the way sound of word patterns, the way in which the writing plays to the in which the writing plays to the ear—not just to the eye.ear—not just to the eye.

Sentence FluencySentence Fluency

Establish flow, rhythm, and cadenceEstablish flow, rhythm, and cadence

Vary sentence length and structureVary sentence length and structure

Construct sentences that enhance Construct sentences that enhance meaningmeaning

http://www.edina.k12.mn.us/concord/teacherlinks/sixtraits/sentactivity.htm

ConventionsConventions

Conventions are the Conventions are the mechanical correctness of the mechanical correctness of the piece—spelling, grammar and piece—spelling, grammar and usage, paragraphing, use of usage, paragraphing, use of capitals and punctuation.capitals and punctuation.

Correct ConventionsCorrect Conventions

Conventions are the table manners Conventions are the table manners of written language. of written language.

Conventions are important, very Conventions are important, very

important.important.

Conventions allow us to prepare the Conventions allow us to prepare the text for the reader.text for the reader.

PRESENTATION (the + 1)PRESENTATION (the + 1)

Presentation zeros in on the Presentation zeros in on the form and layout of the text form and layout of the text and its readability; the piece and its readability; the piece should be pleasing to the eye.should be pleasing to the eye.

Good PresentationGood Presentation Uniform spacingUniform spacing Legible and consistent handwriting, or appropriate use of Legible and consistent handwriting, or appropriate use of

fonts and sizesfonts and sizes Appealing use of white spaceAppealing use of white space Where necessary, bullets, numbers, side headings, and Where necessary, bullets, numbers, side headings, and

other markers that help readers access contentother markers that help readers access content Effective integration of text and illustration, charts, graphs, Effective integration of text and illustration, charts, graphs,

maps, and tables.maps, and tables.

“ “Editing is easy all you have to do is cross out the wrong Editing is easy all you have to do is cross out the wrong words.” words.” Mark TwainMark Twain

““I believe it is important not only I believe it is important not only to share a common to share a common vision vision for for lifelong learning and literacy; lifelong learning and literacy; but a common but a common vocabularyvocabulary for for how we talk about such issues.”how we talk about such issues.”

Dr. Beverly Ann Chinn, Dr. Beverly Ann Chinn, NCTE President, 1995-1996 University of NCTE President, 1995-1996 University of Montana Department of EnglishMontana Department of English

Why We Teach WritingWhy We Teach Writing

““If people cannot write well, If people cannot write well, they cannot think well, and if they cannot think well, and if they cannot think well, others they cannot think well, others will do their thinking for them.”will do their thinking for them.”

George OrwellGeorge Orwell

ResourcesResourceshttp://www.edina.k12.mn.us/concord/teacherlinks/sixtraits/posterspage.htm http://www.edina.k12.mn.us/concord/teacherlinks/sixtraits/posterspage.htm

PostersPosters

http://www.kimskorner4teachertalk.com/writing/sixtrait/sixtrait/6traits__poster.pdfhttp://www.kimskorner4teachertalk.com/writing/sixtrait/sixtrait/6traits__poster.pdf

Another set of postersAnother set of posters

http://apps.educationnorthwest.org/traits/lessonplans.php http://apps.educationnorthwest.org/traits/lessonplans.php

lesson plans for each traitlesson plans for each trait

http://www.kimskorner4teachertalk.com/writing/sixtrait/sixtrait/rubrics.htmlhttp://www.kimskorner4teachertalk.com/writing/sixtrait/sixtrait/rubrics.html

Rubrics (lots of different ones that you can choose from)Rubrics (lots of different ones that you can choose from)

http://schools.lwsd.org/Bell/leahy/parent_handbook_for_the_six_trai.htmhttp://schools.lwsd.org/Bell/leahy/parent_handbook_for_the_six_trai.htm

Parent handbookParent handbook

Tips/IdeasTips/Ideas

•Color Code the traits (For example, everything Color Code the traits (For example, everything for organization is blue.)for organization is blue.)

•Create a binder for each trait and store lessons Create a binder for each trait and store lessons and resources by trait.and resources by trait.

http://www.kimskorner4teachertalk.com/http://www.kimskorner4teachertalk.com/writing/general/quotes.html Quotes about each writing/general/quotes.html Quotes about each

traittrait

Six Traits SongsSix Traits Songs

http://www.cdbaby.com/cd/http://www.cdbaby.com/cd/mrbilly14#mrbilly14#