1. 6 +1 Traits of Writing
Ms. Dumontet and Mrs. Franczak

2. What are the Traits?
1. Ideas 2. Organization 3. Voice 4. Word Choice 5. Sentence Fluency 6. Conventions +1 – Presentation

3. How do we learn the traits?
Define the traits
Talk about the traits with other students
Look for the traits when we are reading
Determine which traits are the most important for the different types of writing (narrative, descriptive, and persuasive)
Use a 6 traits rubric to self and peer assess

4. Writing begins with IDEAS.
This trait is the heart of the message. It is the central idea and the support for that idea.
IDEAS includes details, descriptions, and evidence to support your ideas.

5. Ideas Aim for clarity: the message must be easily identified.
Stay focused: the topic is narrowed down to a manageable size.
Include for quality details: details that are beyond the obvious or general.

6. Ideas: Self-Assessment
 You can tell what my main idea is.  I did not try to tell everything. I told what was important.  I know my topic well. I had enough information and details to answer my reader’s questions.  I support and expand the main idea with evidence, examples, facts, or explanations.

7. “But, I just don’t know what to write?”
In groups of 4, describe some of the different ways you can come up with fantastic ideas for your writing?
Mind mapping
Storyboarding
Flow charts
Talk to knowledgeable people
Research
YouTube
Google
“But, I just don’t know what to write?”

8. Organization This trait is the internal structure of your writing.
It is the skeleton of the piece.
The order or system to your writing.
The organization should be logical, make connections between ideas, and includes linking words & transitional phrases and.

9. Create an inviting opening: it should get and hold a reader’s attention.
Use sequencing: the order should be logical and effective, with careful linking of one idea or paragraph to another.
Employ an effective ending: the ending should tie up loose ends and leave the reader with something to think about.

10. Organization: Self-Assessment
 My lead gets you hooked.  My writing is easy to follow, like a good map.  The reader does not feel lost or confused.  I linked ideas with word bridges like: on the other hand, for example, however, or therefore.  I did not spend time explaining things everyone already knows.  My writing ends with a sense of purpose, resolution, or tension.

11. “Organize? I just stop when my hand gets tired! ”
Describe how you might organize your writing differently for narrative, descriptive, and persuasive texts?
4 or five paragraph essay
Hamburger/bookending
Plot Graph
Beginning, middle, and end
Story Mapping
Essay outline
“Organize? I just stop when my hand gets tired! ”

12. Voice The personal or emotional quality of the piece.
It is the author’s original fingerprints on the page.
The sense that a real person is authentically speaking to us.
The heart and soul of the writing.
The atmosphere and tone of the writing is included in this trait.

13. Voice
Create an appropriate “flavor” or tone: the tone should be fit the purpose for the writing and the audience.
The reader should believe you are involved and enthusiastic about the piece.
Should be easy to covey your commitment: there is a sense that the author “cares” about the topic.

14. Voice: Self-Assessment
 The tone is formal/persuasive/insightful for persuasive writing.  The tone is detailed/descriptive /engaging for descriptive and narrative writing.  This writing sounds like ME.  I “talk” to the reader in my writing.  I know this topic well enough to write with confidence.  This is a paper I would enjoy sharing aloud.  I try to bring readers “inside” my writing by asking- What do they already know? What would they like to know? What will they find interesting?

15. “What is the tone? I don’t know. Dark?”
What are some different ways that you could describe the tone of a text?
Whimsical-odd, strange, fantastic; fun Hamburger/bookending
Solemn-deeply earnest, tending toward sad reflection
Conventional-lacking spontaneity, originality, and individuality
Ribald-offensive in speech or gesture
See FAQs on website for more
“What is the tone? I don’t know. Dark?”

16. Word Choice
This trait focuses on using descriptive, and accurate language.
The use of rich, colorful, and honest words.
Language is precise: it means exactly what you want to say language.
A vernacular of vivid, vibrant, and varied vocabulary.

17. Word Choice
Choose words that are vivid and precise: the language is appealing, memorable and noteworthy.
Aim for effective and original use of everyday words: misuse of language or over-reliance on the thesaurus tend to hamper the effectiveness of good word choice.

18. Word Choice: Self- Assessment
 My words make sense. They are used correctly.
 My words are a perfect fit for my topic and audience.
 I have used strong and active verbs.
 I have incorporated imagery (the 5 senses) to create pictures in the reader’s mind.
 I avoided words like great, nice, fun, neat, stuff, and awesome.
 I was careful not to repeat one word too many times.
 I did not use big words just to show off. I actually know what they mean!

19. “She had her stuff over there.”
Come up with a list of 10 taboo words that should never be used in our writing.
Stuff
Things
Awesome
Cool
U, R, C, LOL, OMG
Good, bad, happy, sad
“She had her stuff over there.”

20. Sentence Fluency
This trait focuses on the rhythm and cadence of the piece.
The way the writing flows when read aloud.
Creating variety in sentence structure.

21. Sentence Fluency Read aloud for smoothness and easy flow.
Incorporate variety in sentence structure.
Construct differences in sentence length.

22. Sentence Fluency: Self- Assessment
 I read this aloud and I like how it sounds.
 Many sentences begin in different ways.
 Some sentences are long, some short.
 If I used dialogue, it sounds like real people talking.

23. “She. Loves. The. Impact. Of. Short. Sentences.”
When is it okay to use sentence fragments in your writing?
In both fiction and nonfiction, sentence fragments may be used deliberately to create a variety of powerful effects, such as:
Fragmented thoughts
Enhanced mood
Snapshots of emotions
Emphasized points or positions
Increased fluidity
Incomplete sentences that bore, distract, or confuse readers should be corrected.
“She. Loves. The. Impact. Of. Short. Sentences.”

24. Conventions This trait reflects the general correctness of the piece.
The mechanics of writing, including:
Spelling
Grammar
Punctuation
Capitalization
Paragraphing

25. Begin by editing: there should be evidence that the piece has been edited and proofread with care.
Check your mechanics: proper spelling, punctuation, grammar and usage, paragraphing, and use of capital letters are emphasized.
Do not forget the overall presentation: this dimension can expand into the areas of handwriting, neatness, format, and layout. (This is the “+1”)

26. Conventions: Self- Assessment
 I have proofread my whole paper.  I read the piece both silently and aloud.  I have checked my: o Spelling o Grammar o Punctuation o Paragraphing o Capitals  My paper is neat and looks good on the page.  This paper is ready to publish.

27. “wut is da prblm wit dis sntnc?”
What is your most challenging convention to learn how to consistently use?
Spelling
Capit alization
Punctuation
Grammar
Paragraphing
“wut is da prblm wit dis sntnc?”