1. Dan Faas, M.Ed Saint George’s College
5/18/2019
The 6+1 Writing Traits
Dan Faas, M.Ed
Saint George’s College
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2. The purpose of this presentation…
5/18/2019
The purpose of this presentation…
Introduce the 6+ 1 model
Define each trait
Discuss scoring and evaluation
Discuss how the program can improve our writing instruction and quality of student work.
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3. What’s the point of the traits?
5/18/2019
What’s the point of the traits?
The 6+1 model provides a shared vocabulary for all teachers to assess and teach writing by focusing on six characteristics of writing that are noticeable in outstanding written work.
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4. Why Use the Traits? A Common Vocabulary for: Explaining Teaching and
5/18/2019
Why Use the Traits? A
Common
Vocabulary
for:
Teaching and
Learning
How to
Write Well
Grading Papers
and Explaining
the Grades
Explaining
Revision
(How to
Improve a Paper)

5. For teachers… For students… A unified way to teach how to write well
5/18/2019
For teachers…
A unified way to teach how to write well
A unified way to grade papers and explain grades to students.
A unified way to explain revision and how to improve student work.
For students…
Consistency in teacher expectations
Tools to self-assess
Vocabulary to revise and discuss:
Their own papers
Their peers’ papers
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6. The 6+1 Traits Ideas – details, development, focus
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The 6+1 Traits
Ideas – details, development, focus
Organization – internal structure
Voice – tone, style, purpose, and audience
Word Choice – precise language and phrasing
Sentence Fluency – correctness, rhythm, and cadence
Conventions – mechanical correctness
+ 1 Presentation – handwriting, formatting, layout
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7. Ideas Narrow and manageable topic
5/18/2019
Ideas
Narrow and manageable topic
Relevant, quality details that go beyond the obvious
Accurate supporting details
Fresh, original writing that reflects knowledge or experience
Readers’ questions are anticipated and answered
Like ice cream in a sundae, the ideas in a piece are essential to its overall quality.
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8. 5/18/2019
Strategies…
Rewrite a familiar story or procedure WITHOUT the details; then ask students to fill them in
Write a general term on a notecard and ask students to fill in the details.
PET/FCE Connection: Have students identify the main idea of a text, explain why, make a similar text of their own, etc.
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9. Organization An inviting introduction; a satisfying conclusion
5/18/2019
Organization
An inviting introduction; a satisfying conclusion
Thoughtful transitions
Logical and effective sequencing
Well-controlled pacing
Original title
Smooth flow, matching purpose and audience
In a sundae, the dish makes the ideas easier to grasp and keeps the main point from melting away.
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10. 5/18/2019
Strategies…
Ask students to provide the “order” to familiar procedures, sentences, even cartoons.
Model organization by using many types of graphic organizers.
Ask students to identify story elements (character, setting, problem, solution, beginning/middle/end)
FCE Connection: Gapped text questions
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11. Word Choice Specific and accurate words
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Word Choice
Specific and accurate words
Natural, effective, and appropriate language
Lively verbs, specific nouns and modifiers
“The bug crawled across the floor”
“The cockroach skittered across the carpet.”
Language choices enhance meaning and clarify understanding
Obvious precision
Good words or like hot fudge, providing depth and enhancing the enjoyment of the sundae
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12. 5/18/2019
Strategies…
Teach short statements – live within a budget of fifty words (promotes precision and conciseness)
Have students keep personal dictionaries – words they themselves have found or like to use.
Word Walls and Word Graveyards
Encourage word acquisition in “real-world” situations
Put good resources to work (thesaurus, dictionary)
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13. Voice Interesting and appropriate tone
5/18/2019
Voice
Interesting and appropriate tone
Strong interaction with the reader
Risks are taken
Strong commitment (expository or persuasive)
Honest, personal, and engaging (narrative)
The voice is the flavor of the piece…and it should change depending on the situation.
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14. Strategies… Draw or articulate emotions
5/18/2019
Strategies…
Draw or articulate emotions
Discuss the voices you hear in books, media, etc…
Use unique voices regularly—examples of strong voice is key in helping students develop their own.
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15. 5/18/2019
Sentence Fluency
An auditory trait: how does the writing play to the ear?
Sentence construction that underscores and enhances meaning
Sentence variety in both length and structure
Purposeful and varied sentence beginnings
Creative and appropriate connectives
Whipped cream helps everything flow together
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16. Strategies… Use poetry and music Try choral readings
5/18/2019
Strategies…
Use poetry and music
Try choral readings
Sentence stretching
Use sentence strips for sentence beginnings
Create visuals of sentence length
Model sentences after excellent examples
Golden Sentences
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17. Conventions Correct spelling (generally) Accurate punctuation
5/18/2019
Conventions
Correct spelling (generally)
Accurate punctuation
Consistent application of capitalization skills
Correct grammar and usage
Sound paragraphing
ONLY trait with grade-level accommodations
Conventions are not a list of rules to be memorized, but necessary so that we can be understood
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18. Strategies… Have students edit one another’s work
5/18/2019
Strategies…
Have students edit one another’s work
It’s always easier to find faults in another’s work than your own
Use highlighters to identify specific words or phrases
To find spelling errors, begin reading the paper from the end
Use an editing checklist.
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19. Presentation Handwritten: consistent slant and uniform spacing
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Presentation
Handwritten: consistent slant and uniform spacing
Word-processed: appropriate fonts and font sizes
Style markers (bullets, headings, page numbers, etc…) are appropriate
Effective integration of text and illustrations and graphics (charts, maps, table, etc…)
It’s the cherry on top!
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20. Assessment http://educationnorthwest.org/resource/464
5/18/2019
Assessment
Not all traits need to be assessed every time
Can be modified, changed, or expanded to focus on one trait
It assesses good writing across grade levels
*It’s crucial to provide examples of good writing (anchor papers) at every level, otherwise students get stagnant*
Frequent informal assessment is key
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21. 5/18/2019
Other information
We teach writing, not the traits. The traits are tools and part of the writing process
The writing process is the structure for instruction, whereas the traits provide the content.
Teachers teach how they normally would, just using the shared vocabulary
The traits should not be taught in isolation, nor is it necessary to teach them in the order presented.
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22. How can we improve the quality of student writing?
5/18/2019
How can we improve the quality of student writing?
Write daily
Integrate writing with content areas
Require more than one draft from students
Save student work in a portfolio or folder
Strive for school-wide continuity of instruction.
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23. 5/18/2019
Final Thoughts
Along with further study and practice of the traits among the staff, incorporating this shared vocabulary among the entire English department could be a very helpful strategy for improving the writing quality of our students – in both English and Spanish.
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