Human beings have a great need to represent their experience through writing.  We need to make our truths beautiful.   Lucy McCormick Calkins

6+1 Traits of Writing

As a part of our Writers' Workshop at Downtown Elementary Magnet Academy, we are using the 6+1 Traits of Writing model.  The 6 +1 Trait writing framework is a powerful way to learn and use a common language to refer to characteristics of writing as well as create a common vision of what "good" writing looks like.  Teachers and students can use the 6 +1 Trait model to pinpoint areas of strength and weakness as they continue to focus on improving writing. 

In our Cornerstone Book Room, we have several publications that might be worth looking at that cover the 6 Traits Writing model.  Also, the Teacher Links section of our web page has links to sites that have lots of information about the 6 Traits.  Check them out. 

What are the advantages to using 6+1 Traits?

1.  It gives teachers and students a common language to talk about writing.

2.  It breaks down the complex process of writing into  manageable "chunks."

3.  It aligns with standards-based instruction:  students define quality and know what the expectations are.

4.  It gives teachers a model for responding to student writing.

5.  It establishes consistency from year to year and teacher to teacher.

6.  It provides a solid foundation for revision and editing.

7.  It encourages writers to become more independent; it empowers them to evaluate and assess their own writing.

8.  It gives teachers and students valuable feedback about student performance.

9.  It challenges students to think of writing in new ways.

10. It provides opportunities to monitor progress over time.

IDEAS. . .

• are the meaning and development of the message.
• are the result of the writer thinking aloud on paper.
• are the content of the writing.
• are clear and focused.
• move from general to the specific.
• are supported by juicy details.
• make the writing make sense.

What to Look (and Listen) For . . .

• Complexity (lines, colors)
• Attention to detail
• Noticing little things others might not notice
• Clarity, focus, sense of purpose
• A message or story, complete or not

To reinforce IDEAS, You could say . . .

• I know just what you mean!
• You're really using writing to communicate.
• I can really picture what you are telling me.
• No one else thought to write about Venus fly traps-how did you come up with such an original idea?
• I loved your topic/idea!  It made me think of . . .
• You really notice things-look at these details!
• What is the most important thing this author had to tell us?
• What do you picture in your mind when you listen to this writing? 

A writer should do the following:

• Narrow the topic to something specific
• Use fresh and original ideas
• Write from experience
• Show insight in the writing
• Make the main idea stand out
• Use supporting details
• Stay in control of the topic
• Develop the topic in an entertaining way

Picture Books to Strenghten Ideas (Books we have at Downtown, in Media Center or in the Cornerstone Book Room)

Wilfrid Gordon McDonald Partridge, All the Places to Love, The Perfect Pet, Who is the Beast?, Miss Rumphius, The Paper Crane, Oliver, Grandfather Tang, A Chair for my Mother, The True Story of the 3 Little Pigs, The Wolf's Chicken Stew, Julius Baby of the World, Lilly and the Purple Purse, Hey, Al, If You Give a Mouse a Cookie, Owen, The Relatives Came, Chrysanthemum, Where the Wild Things Are, Leo the Late Bloomer, No, David!, The Mitten, Owl Moon, The Polar Express, The Snowy Day, Goodnight Moon, The Grouchy Ladybug, Love You Forever, Make Way for Ducklings, The Napping House, The Very Hungry Caterpillar, Millions of Cats, Miss Nelson is Back, Thank You, Mr. Falker, Pete's a Pizza, Doctor DeSoto, Roxaboxen, The Mysteries of Harris Burdick, Frog and Toad Are Friends

ORGANIZATION. . .

• is the internal structure of writing-like the framework of a building or the skeleton of an animal.
• holds things together and gives the whole piece form and shape.
• helps the reader understand a writer's message or follow a story with ease.
• focuses on one key idea (in informational writing) or one main plot (in a story).
• fills the text with little clues that tie ideas together and builds bridges or transitions from one idea or event to the next.
• builds a sense of anticipation from the beginning and wraps up things in a satisfying way at the end.

What to Look (and Listen) For . . .

• Pictures and/or text balanced on the page
• Coordination between text and picture (they go together)
• Multiple pictures show texture
• Grouping of details and ideas
• Text that shows sequence:  First. . .then. . .after. . .next. . .later. . .last
• Text that shows connections:  because. . .so. . .when. . .however
• Sense of beginning:  One day. . .Last week. . .When I was little
• Sense of ending:  So finally. . .That's all. . .At last. . .The end
• Cause and effect structure in text (or picture series)
• Problem-solving structure in text (or picture series)
• Chronological structure in text (or picture series)
• Surprises that work
• Sticking with one main topic or idea

To reinforce ORGANIZATION, You could say. . .

• I can see  how these ideas/pictures go together.
• You knew just how to begin (or end).
• This happened because this happened-that's a good way to organize ideas.
• You organized your story by time . . . first  this, then this.
• I wanted to know what happened next.
• What a surprise ending!
• You solved a problem-that's a good way to organize ideas.

A writer should do the following:

• Use an inviting lead that "hooks" the reader
• Place supporting details so that they fit
• Use logical and effective structure, order, and sequence
• Give information at just the right moment
• Use smooth transitions to help the ideas flow together
• Use a conclusion that ties everything together
• Use a conclusion that gives the reader a sense of resolution
• Use organization that enhances the central idea
• Uses organization that is graceful

Picture Books to Strenghten Organization (Books we have at Downtown, in Media Center or in the Cornerstone Book Room)

The Mitten, The Wednesday Surprise, The Great Kapok Tree, If You Give a Mouse a Cookie, Two Bad Ants, Alexander and the Terrible, Horrible, No Good, Very Bad Day, A Chair for my Mother, The Napping House, The Legend of the Blue Bonnet, The Milk Makers, Amos and Boris, Pink and Say, Tops and Bottoms, Tough Boris, The Little House, Alphabet Under Construction, I am the Dog, I am the Cat, Stand Tall, Molly Lou Melon, Hog Eye, Meanwhile Back at the Ranch, The Journey of Oliver K. Woodman, Tuesday, It Could Always Be Worse, June 29, 1999, Holes

VOICE. . .

• is the writer coming through the writing.                                               
• is the heart and soul of the writing.
• is unique to each writer.
• imparts a personal flavor to the writing.
• is that individual something-different from the mark of other writers.

 What to Look (and Listen) For . . .

• Individuality
• Sparkle
• Personality
• Liveliness, playfulness
• Emotion
• The unusual
• Taking the chance by trying something new or different
• Recognizing that the writing/drawing is for both self and audience
• Tailoring communication to an audience
• Response to VOICE in the writing/art of others

To reinforce VOICE, You could say. . .

• Your feelings come through loud and clear here.
• I could tell this was you.
• This picture/story made me laugh/cry/feel what you must have felt.
• You seem to writing to/for (specify your best guess on audience).  Is that right?
• I love the way you help your reader see and feel the things you are seeing and feelikng when you write.  There's a word for that-VOICE.
• Your writing rings with voice.  It made me want to keep reading! 

A writer should do the following:

• Write honestly and from the heart
• Share his/her feeling about the topic
• Speak directly to the reader (without using YOU)
• Use language that bring the topic to life for the reader
• Care about what he/she has written
• Write to be read
• Use more expression than what is in an encyclopedia article
• Give the reader a sense of the person behind the words
• Connect with the reader

Picture Books to Strenghten Voice (Books we have at Downtown, in Media Center or in the Cornerstone Book Room)

The Wednesday Surprise, Miss Rumphius, Diary of a Worm, Loop the Loop, I am the Dog/I am the Cat, Chrysanthemum, Julius, Baby of the World, Amazing Grace, I Wish I Were a Butterfly, The Paper Bag Princess, The Big Orange Splot, Aunt Chip and the Great Triple Creek Dam Affair, Mrs. Katz and Tush, Thank You, Mr. Falker, Tar Beach, When I Was Young and in the Mountains, The Frog Prince Continued, Math Curse, The True Story of the Three Little Pigs, The Stinky Cheeseman and other Fairly Stupid Tales, David Goes to School, Amos and Boris, Brave Irene, Caleb and Kate, Two Bad Ants, Alexander and the Terrible, Horrible, No Good, Very Bad Day, The Wall, Freedom Summer, The Twits, The Velveteen Rabbit, Sadako, The Egyptian Cinderella, Yeh-Shen, A Cinderella Story From China, The Rough-Face Girl, Teammates, The Story of Ruby Bridges, This Land is my Land, Bull Run, Harris and Me, On my Honor, No, David, Piggie Pie, Predator, Sleeping Ugly, The Three Little Wolves and the Big, Bad Pig

WORD CHOICE. . .

• is the use of rich, colorful, precise language that communicatses in a way that moves and enlightens the reader.
• paints a picture in the reader's mind.
• clarifies, explains, or expands ideas in informational writing.
• compels the reader to see things more clearly or to agree with the writer in persuasive writing.
• is the ability to use everyday language naturally and in a fresh or unexpected way.

What to Look (and Listen) For . . .

• Playing with letter forms, letters, letter strings, first words, labels, etc.
• Stretching to use new words
• Curiosity about words
• Verbs, verbs, verbs (energy words)
• Precise words
• Unusual use of words or phrases (in speaking or writing or labeling)
• Striking words or phrases
• Imitation of words or phrases heard in literature (or any reading you share in class)

To reinforce WORD CHOICE, You could say. . .

• I see you're making a connection between letters and words.
• This word/phrase goes well with this picture.
• I love this word-how did you think of it?
• What do you think the word ____ means?  Make a guess.
• When you said (streaked), I could really picture the whole thing.
• I love this word (flourishing).  How did you think of it?
• ____ was just the right word to describe/explain ____. 

A writer should do the following:

• Use words that create a mental picture for the reader
• Use powerful action verbs
• Use adjectives that are as descriptive as possible
• Use specific, not general, nouns
• Use language that is natural and not overdone
• Use slang, and cliches sparingly
• Be concise
• Use words correctly
• Avoid repetition

 Picture Books to Strenghten Word Choice (Books we have at Downtown, in Media Center or in the Cornerstone Book Room)

The Lotus Seed, Lily's Purple Plastic Purse, Piggie Pie!, The True Story of the Three Little Pigs, Where the Wild Things Are, Brave Irene, Caleb and Kate, Owl Moon, Teach Us, Amelia Bedelia, The Magic Fan, Some Smug Slug, Possum Magic, Armadillo Tattletale, The Giant Jam Sandwich, Dog Breath, Epossumondas, Solomon:  The Rusty Nail, Many Luscious Lollipops, Up, Up and Away!  A Book About Adverbs, Chrysanthemum, Click, Clack, Moo:  Cows that Type, Koala Lou, The Old Woman Who Named Things, Pink and Say, Tabitha's Terrifically Tough Tooth

SENTENCE FLUENCY. . .

• is the rhythm and flow of the language, the sound of word patterns.
• is the way in which the writing plays to the ear, not just to the eye.
• is how it sounds when read aloud.
• has cadence, power, rhythm, and movement.
• is free of awkward word patterns that slow a reader down.
• has sentences that vary in length and style.
• has sentences that are so well crafted that reading aloud is a pleasure.

What to Look (and Listen) For . . .

• Experimenting with word strings to form sentences
• Rudimentary sentences-subject and verb
• Use of more complex sentences
• Multiple sentences for different beginnings, varied lengths
• Rhythm, cadence in oral or written language
• Long and short sentences
• Love of rhythmic language (e.g., poetry)

To reinforce SENTENCE FLUENCY, You could say. . .

• I read this aloud and I loved the sound of it!
• You seem to know what a sentence is-good for you!
• You have a long sentene, then a short one-I like that.
• Your sentences begin in different ways-that's great.
• I liked this phrase-After a while-it helps me understand when things happened.
• Here's one of my favorite pieces (choose one to read aloud).  I think it has rhythm.  See if you hear it, too.
• The picture makes me think of the word (. . .?).

 A writer should do the following:

• Give the writing an easy flow and rhythm
• Invite expressive oral reading of the text
• Use complete sentences-any fragments must add to the meaning of the text
• Use different sentence lengths
• Use different sentence beginnings
• Use different sentence structures
• Use writing that sounds natural

	Picture Books to Strenghten Sentence Fluency (Books we have at Downtown, in Media Center or in the Cornerstone Book Room) Old Black Fly, The Important Book, Chicka Chicka Boom Boom, Mufaro's Beautiful Daughters, Alexander and the Terrible, Horrible, No Good, Very Bad Day, King Bidgood's in the Bathtub, John Henry, Catwings, Dogteam, White Socks Only, I Ain't Gonna Paint No More, All the Places to Love, Owl Moon, Time for Bed, Flower Garden, I Love You as Much, If I Were in Charge of the World, Possum Come a -Knockin', A Visit to William Blakes Inn CONVENTIONS. . . are the mechanical correctness of the piece-spelling, grammar and usage, paragraphing (indenting at the appropriate spots), use of capitals, and punctuation. make the text penetrable and easier to follow. are anything a copyeditor would deal with in getting text ready for publication. are strong when writing has been proofread and edited with care. What to Look (and Listen) For . . . Left to right orientation on the page Up and down orienation on the page Letters facing appropriate directions Distinction between upper- and lower-case letters Spaces between words Spaces between lines Name on the page Use of title Use of labels Use of identation to show a new paragraph Dots over i's Exploration with punctuation, whether conventionally placed or not Rudimentary spelling, showing a connection of sounds to words Readable spelling (can be interpreted without the writer's help) To reinforce CONVENTIONS, You could say. . . You remembered to write your name at the top-thanks! I love it when you put a title on your paper-it gives me a good clue about your message/story. You remembered to put spaces between your words-boy, that helps! I could sound out most of these words.  I read it without any help. How did you know to put a comma/period/question mark/captial here? I notice you start on this side (left) and write this way (right); you're really paying attention to how books are written. I see you've discovered ellipses [or whatever is new].  Great!  When you see that mark, what does it mean to you? When you work to make your spelling readable, it really helps your reader a lot.  Super!  A writer should do the following: Reinforce the organization with good paragraphing Use grammar that contributes to clarity and style Guide the reader through the paper with correct punctuation Use correct spelling, even on difficult words Use capitalization correctly Enhance the readability of the paper with conventions Provide a long enough piece of writing to show a wide range of skills Proofread and edit the paper Make sure any errors are intentional for stylistic effect Picture Books to Strenghten Conventions (Books we have at Downtown, in Media Center or in the Cornerstone Book Room) Punctuation Takes a Vacation, Miss Alaineus:  A Vocabulary Disaster, Add It, Dip It, Fix It:  A Book of Verbs, Guppies in Tuxedos:  Funny Eponyms