The 6+1 Traits of Writing

1. The 6+1 Traits of Writing Vance Jessome ShaneenJessome

2. BACKGROUND ORIGIN based upon the six-trait model of writing instruction and assessment developed by teachers in the Beaverton, Oregon, School District in 1984  meant to enhance and enrich the writing process, not replace it easily applicable to all grade levels these traits are not a new idea, rather it is a way to provide a consistent language for students and teachers to define writing at various levels of performance recommended to teach them in order, as each builds on the other

3. The Traits PREMISE The 6+1 Traits of Writing • Students who become strong self-assessors become better writers and revisers. • IDEAS • ORGANIZATION • VOICE • WORD CHOICE • SENTENCE FLUENCY • CONVENTIONS • PUBLICATION

4. Review IDEAS • When students have strong ideas, the overall message of the piece is clear • Teachers help students: select an idea (topic); narrow the idea (focus); elaborate on the idea (development); discover the best information to convey the main idea (details) ORGANIZATION • The internal structure of the piece, the skeleton, pattern of logic. • Keep in mind: use an inviting introduction; use thoughtful transitions to link key points and idea; use logical sequencing; effective pacing; satisfying conclusion

5. Review VOICE • The writer’s style and personality coming out in the words. • The author speaks to you, cares about the message. • Often includes wit, magic, feeling, spirit, life and breath of a piece. WORD CHOICE • Use of rich, colourful, precise language • Moves and enlightens the reader, clarifies and expands idea. • Keep in mind: make a picture with your words; focus on details; look for the unusual.

6. Review SENTENCE FLUENCY • Easy to read, graceful, varied in length and structure • Underscores the overall meaning of a piece of writing CONVENTIONS • Proper use of spelling, punctuation, grammar, paragraphing, etc. • Guide the reader through the text and make ideas readable • Different from the other traits because they allow us to edit, rather than create, the text

7. Review PRESENTATION • How the writing looks to the reader • Keep in mind: uniform spacing; legible, appropriate fonts and sizes; effective integration of charts, maps, etc.; proper use of white space

8. FOCUS:WORD CHOICE Sensory Words

9. WORD CHOICE Word choice is the selection of precise language to fit audience, topic and purpose. Choosing effective words is the result of simplicity, the use of sensory detail and powerful verbs. Word choice calls for restraint because effective writing must be on target and never cluttered or overwritten.

10. SENSORY WORDS Sensory words allow the reader to explore the writer’s world through the sights, sounds, smells and feelings they describe. They enable the reader to expand their meaning of the piece and to respond through personal associations. Sensory words may not also be appropriate or essential to a piece of writing, and are best used to enhance description, personal response and setting.

11. I was walking near the pond.

12. I was walking quietly on a meandering dirt path, sipping hot coffee from my thermos. Nearby was the huge expanse of wetlands where the Canada geese had gathered. It was an overcast day in late fall and it felt like snow might be on the way. The maple leaves were vibrant red and orange even on this dark day. Despite the slight chill in the air, I felt snug and warm in my blue fleece jacket and I was smiling inside, even though my cold, red face was too stiff to show it. Now and then I caught the smell of wood smoke on the air from a nearby fireand someone cooking steak for a late-season barbeque. Across the meadow, a group of children were laughing and squealing as they played tag on the long, flattened yellow grass. Their exuberant voices cut through the cold air.

13. I was walking quietlyon a meandering dirt path, sipping hot coffee from my thermos. Nearby was the huge expanse of wetlands where the Canada geese had gathered. It was an overcast day in late fall and it felt like snow might be on the way. The maple leaves were vibrant red and orange even on this dark day. Despite the slight chill in the air, I felt snug and warm in my blue fleece jacket and I was smiling inside, even though my cold, red face was too stiff to show it. Now and then I caught the smell of wood smoke on the air from a nearby fire, and someone cooking steak for a late-season barbeque. Across the meadow, a group of children were laughing and squealing as they played tag on the long, flattenedyellow grass. Their exuberant voices cut through the cold air.

14. A Step from Heaven -An Na YounJu and her family have emigrated from Korea to the United States. In this passage, Young Ju and her younger brother Joon are waiting in the car for their parents, who are both working late at their second jobs.

15. And right before the sun goes down, before the rush of knives chopping, food flying, and “Order ready!” singing out, Uhmma will come out of the kitchen and give us our dinner. If we are lucky, it might be ginger chicken, spicy hot, fire on the tongue. But most times it is soup and rice in a bowl, all mixed together so you can eat it with one big spoon. Joon and I sit on the curb with our bowls balanced on our knees, slurping like we are not supposed to at the dinner table. We laugh and see who can make the grossest noise. But today, because it is raining and the cars are pulling off the freeway quick quick for a long, early dinner, Uhmma can only rush out with two dry old hamburgers and a big carton of milk. After we finish our dinner, Joon can’t sit still. He crawls around in the back seat sticking his hand down between the seat cushions for change. After he finds only two dimes, Joon bounces the soccer ball off the ceiling and starts to sing. Soon the whole car is rocking with his crazy song. “Spider-Man, Spider-Man. He can do what no one can.” An Na, A Step from Heaven (Asheville: Front Street, 2001), pp.62-63.

17. QUICK WRITE • 5 minute quick write • Focus word choice, sensory words/images/phrases • Highlight sensory words • Complete chart • Writer’s Mumble • Sentence-share

18. Differentiation:

19. ASSESSMENT Exemplars and rubrics

20. TEACHER RUBRIC FOR WORD CHOICE • *Write Traits Teacher’s Guide pp. 58.

21. STUDENT RUBRIC FOR WORD CHOICE • *Write Traits Teacher’s Guide pp. 59.

22. MATURE AUDIENCES ONLY*Write Traits Teacher’s Guide pp. 158. When I see those announcements that say, “Warning: This program is for mature audiences only,” I always wonder what on earth they are thinking. Is language that is unacceptable for me to use OK for adults? We are told that certain programs contain “adult language.” Aren’t adults supposed to express themselves in a mature, socially acceptable way? That’s what my parents tell me, but apparently they’ve got it wrong. I guess squeezing every conceivable obscenity into each sentence is a measure of maturity. If we were truly mature, maybe we’d develop a preference for thought-provoking entertainment. We would want to hear respectful language used well- at least most of the time. I think we need to hear more from writers, filmmakers, and even newscaster who wish to educate us. Must TV programs always broadcast horrifying, dangerous, and depressing stories? Every now and then we might be interested in a person tutoring non-readers or providing medical aid or discovering a breakthrough way to make food and water safe. Then we could announce before the news, “For mature audiences only” and really mean it.

23. Rationale • Strong example of writing • Score of 6 • May not contain unique/unfamiliar words, BUT contains some original use of everyday languagewe’d develop a preference for thought-provoking entertainment • Strong verbs wonder, express, squeezing • Writer seems self-assured and informed • Not wordy or repetitive • Word choice enhances voice and clarifies meaning

24. PLANTING TOMATOES*Write Traits Teacher’s Guide pp. 164 Most gardeners approach the enterprise of planting tomatoes with euphoria and zest. A few simple things can facilitate you to grow the most prestigious tomatoes you can grow. The first thing to do is choose a vivacious tomato plant. It should be healthy, with luxuriant green leaves and a robust and powerful stem. When you implant the tomato, dig a pretty big hole and inject some mulch. Add water also. Insert the deciduous tomato into the hole, and be sure to thrust it deep into the ground, working partially up the length of your arm. Promulgate additional mulch to envelop the roots and even part of the stem. Then amplify the mulch and water as required. Be sure to situate the tomato in a sunny spot. Tomatoes reflect a strong preference for full sun. Give the tomato some fertilizer, but exercise caution. If you give it too much, the tomato plant itself will burgeon, but will not stimulate any tomatoes. Continue watering the tomato plant the whole duration of the time it is growing. Increase the water when actual tomatoes become recognizable on the plant. Now you know all the secrets of growing exemplary tomatoes.

25. Rationale • In progress • Score of 2 • Filled with overwritten phrases that do not work • Thesaurus overuse? • Word choice distracts the readerimplant the tomato, enterprise of planting tomatoes with euphoria and zest • Hard to read piece • Lofty language is overkill for such a simple subject