1. Introducing the Ideas One of Six Traits:
“Today we are going to talk about one of the most important things you need to be a good writer – good ideas.”
(This PowerPoint is designed to be used with younger students. It provides an overview of the trait of Ideas written in child friendly language..
Because this PowerPoint is written in simple, easy to understand language, it may also be used to show parents what their children are talking about when they speak of the trait of ideas. )
Ideas

2. The Writing Process
“Ideas are the heart of any writing. Without ideas, there is nothing to write about. This graphic highlights the fact that the ideas are like a hub in a wheel with the writing process as the spokes of the wheel. It is the unique idea of the writer that makes things roll.”
( Note that the graphic points out that there needs to be a two way conversation during the most of the stages of the writing process. This can be accomplished through writing conferences with the teacher, peer conferencing, or as homework if parents have been brought into the writing process.)

3. IDEAS and CONTENT
Did I write sentences that make the main idea stand out clearly?
Did I give examples and use details to support my main idea?
“When you write and want to see if your writing has good ideas, you can ask yourself these questions.”
(Student friendly languages used in this PowerPoint allow students to be reflective writers. They can read the questions on the slide, then check their writing to see if the question can be answered with a “Yes”. Make sure to TEACH them the skills necessary to revise if their writing is not reflected in these statements. Ideas should be somewhat unique to the student writer. No one wants to hear another tired story about their dog. They need to tell things that only THEY can write.)
Am I able to convince my audience that I really know my topic?

4. How do I know my ideas are unique and interesting?
I know that my reader will learn something new from my writing.
I did not write the same old thing.
“When you write, write about things for which you have an interest, things that you have really done or experienced, or something that you really want others to know. Your reader should walk away saying, “I didn’t know that!”
(When students write with good ideas, they have enough to say about something. This might require some brainstorming, some research or some probing questions from a teacher or peer. Students should be encouraged to write about things they have an interest in, things that they have real life experience with, or something that really want others to know. The reader should walk away saying, “I didn’t know that!”)

5. How do I know that the details I have used are clear and have been researched?
I know that when someone reads my writing, they will be learning the truth, not something that I just made up.
My writing creates a picture for the reader.
“Adjectives are important to help the reader really feel as though they have a deep understanding of the content of the story. Ideas may need to be fleshed out with research, interviews or other idea gathering strategies.”

6. Are my facts mixed with interesting anecdotes?
I don’t just keep telling a list of facts. I make sure to make connections to my life to make the reading more enjoyable.
I keep my reader entertained.
“Good writing is not just telling everything. Writers need to make some connections to things that really happened. Good writers tell enough things about their subject so that the reader wants to keep reading. It’s boring to just read a list of stuff. Good writers weave an interesting story and the reader leaves the paper wanting to read more.”
(The personal connection to the writing should be evident. If students add a true story about the topic, tell why they have an interest in the subject matter, or can use literary devices to make a point, the reader will be engaged and not only learn something, but walk away from the reading with a desire to learn more.)

7. Is there not so much content that the reader gets bored?
I have read over the writing and taken out anything that does not add to the enjoyment of reading the information.
Don’t skip anything…my writing is full of only the best.
“Sometimes when we write, we have so much to say that we go on and on and on. When you finish writing, read it over. Think about things that you may have said more than once. Take them out. Take out any “dead wood” – anything that the reader doesn’t need to know or doesn’t want to read about. Put in anything that you forgot or anything that would help the reader get a better picture of your message.”
(Although this slide may sound like it speaks more to conventions than to ideas, remember that in the editing process, students listen to their writing to make sure that it “hits the mark” and informs the reader with engaging writing rather than overwhelming the reader with a list of facts.)

8. Is the content well organized?
I made sure that each paragraph is only about one part of the topic.
When I begin telling about something new, my reader doesn’t get lost because of my great transition sentences.
“Sometimes when we are excited about our writing and we put in a personal story to show the reader that you have some experience with the topic, we wander off the subject. Make sure that you keep to your original message and don’t confuse your reader.”
(Once again, this may seem as though the focus is on conventions but ideas that are not organized are just random thoughts. Remind students that there is a reason to tell about one thing, give a transition sentence to help the reader follow what comes next, then tell all about the next thing.)

9. Is the ending written so that the reader feels they have learned something?
My ending is more like a short summary of everything I want my reader to learn.
You can tell my writing is finished because my last sentence shares my final thought.
“One of the hallmarks of ideas is a great ending. Don’t ever say ‘The End’. Your writing should leave no doubt in the reader’s mind that you are finished.”
(This is so important to successful writing that your feedback should be crafted to address the ending of the story. Point out what was done right so that it is repeated or what missed the mark so that the student can adjust in the revision.)

10. You Can Do It
You Can Do It