The Six + 1 Traits of Writing

(Source: Northwest Regional Educational Library: http://www.nwrel.org)

INTERAMERICAN ACADEMY
 Clear up our Feedback

“I always did well on essay tests. Just put

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

Jerry Seinfeld (SeinLanguage)

 How do writers write???

“Students have been conditioned to

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

Margie Krest “Adapting the Portfolio to Meet Student

Needs” English Journal February 1990
 The Six +1 Traits of Writing

It’s not a program or curriculum.

 The Six Traits is a scoring guide or a tool for writing.

It is a shared vocabulary for teachers and students.

The six traits is an instrument teachers can use to

provide “accurate, reliable feedback to students and to

help guide instruction.”
The six traits were developed in the 1980’s by teachers

from across the country.

 The Six Traits + 1

The six traits are: Ideas,

Organization, Voice, Word Choice,
Sentence Fluency, Conventions and
Presentation (the +1).
 Ideas & Content

The ideas are the heart of the message, the content

of the piece, the main theme, together with the
details that enrich and develop that theme.
 Sound Ideas..

It all makes sense

I know this topic well
I have included the most interesting details
My paper has a purpose
Once you start reading, you will not want to stop.
 Organization

Organization is the internal structure of a piece of

writing, the tread of central meaning, the logical and
sometimes intriguing pattern of the ideas.
 Good Organization..

My beginning will interest the reader!

Everything ties together.
It builds to the good parts.
You can follow it easily.
At the end it feels finished and makes you think.
 Voice

The voice is the heart and soul , the magic, the wit,
along with the feeling and
conviction of the individual
writing coming out through
the words.
 Individual Voice..

This really sounds like me!

I’ve been honest and written what I think and feel.
Can you fell my commitment to this topic?
I know why I’m writing and who my audience is.
My piece is appropriately formal or informal.
 Word Choice

Word choice is the use of rich, colorful,

precise language that moves and enlightens
the reader.
 Powerful Words…

This is the best way to say this.

My words create mind pictures!
I’ve tried new ways to say everyday things.
Listen to the power in my verbs.
Some of the words and phrases linger in my mind.
 Please read out loud to your students!

“Powerful writers and powerful speakers have two

wells they can draw on for that power: one is the
well of rhythm,; the other is the well of vocabulary.
But vocabulary and a sense of rhythm are almost
impossible to “teach” in the narrow sense of the
word. So how are children expected to develop a
sense of rhythm or a wide vocabulary? By being
read to, out loud, a lot!”

Mem Fox (Radical Reflections, 1993)

 Sentence Fluency

Sentence fluency in the

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

My sentences begin in different ways.

Some sentences are short and some are long.
It just sounds good as
I read it aloud-it flows.
My sentences have
power and punch.
I have “sentence
sense.”
 Conventions

Conventions are the mechanical correctness

of the piece—spelling,
grammar and usage,
paragraphing,
use of capitals, and
punctuation.
 Correct Conventions..

I have used capitals correctly.

Periods, commas, exclamation marks, and quotation
marks are in the right places.
Almost every words is spelled
correctly.
I remembered to indent each
paragraph.
It would not take long to get the
piece ready to share.
 Presentation (the + 1)

Presentation zeros in on the form and layout

of the text and its readability; the piece
should be pleasing to the eye.
 Good Presentation…

My paper looks neat and is legible.

Someone could easily read my paper.
 Why we want to use 6 + 1 in all areas:

“If people cannot write well, they

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

George Orwell
 A little detail

InterAmerican Academy
Official Intermediate and Secondary Scoring Guide Writing 2009-2010
 ** First grade is for secondary grading/second grade is for elementary grading.
Presentation
6/4 The exceptional form and presentation of the text helps the reader understand and entices the reader
to connect with the message. It is a feast to the eye. The writing is characterized by
 Handwriting (cursive or printed) that is clearly formed, spaced uniformly, slanted consistently, a
pleasure to read.
 Word processing that uses fonts and font sizes which invite the reader into the text.
 White space on the page allows the reader to easily focus on the text and message without distractions.
White space and text balanced and format exactly suits purpose.
 The use of title, side heads, page numbering, bullets, and evidence of correct use of a style sheet (when
appropriate) improves reader access of the desired informational text. Hierarchy of information is
exceptionally clear to the reader.
 When appropriate, there is creative integration of text and illustrations, charts, graphs, maps, tables,
etc. There is clear alignment between the text and visuals. Extensive visuals support and clarify
important information in the text.
 Final draft has no corrections. Working draft uses correct editing marks.
 Please take a minute and answer this question.

What are the strategies for

offensive and defensive play in
soccer?

(Taken directly from Rory’s 6th grade

essential questions.)
 Please take a minute and answer this question.

Kenji did not have enough pieces of candy

to share equally with his 7 friends. He had
25 pieces of candy. How many more pieces
does Kenji need so that all 8 children will get
an equal amount of candy?
Use pictures, words, and numbers to
explain how you found your answer.
Taken from 2nd grade curriculum.
 Now.

1. Get with a partner who teaches a different subject

than you. Make sure there is someone in each pair
who is somewhat experienced using 6+ 1 Traits.
2. Decide which of the traits you want to score. Please
score at least 3 traits. Generally, Ideas and Content
will be one of the three.
3. Each of you score a paper and then switch papers
with your partner. You are in agreement if your
score is only 1 number off. More than that and you
need to arm wrestle or call in a 3rd scorer.
 Content Area Teachers

You do NOT have to teach the 6-Traits. That is taken

care of in language arts classes.
You MAY need to remind students how to apply
them in your class. For example, “Don’t write that
the person kicks the thing toward the net. Instead
write that the forward kicks the soccer ball toward
the net.”
Try to tell them ahead of time which of the 6 + 1
Traits you will be scoring.
 All Teachers


Always, always, always use your scoring guide.
It’s easy to get discombobulated and start grading
too hard or too easily.
Try to think how this can help you. I grade a LOT of
things with 6-Traits (like notes and lab reports) so
students learn to write in an organized manner.