6 +1 Traits of Writing

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

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

3. 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 How do we learn the traits?

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. Ideas

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

6.  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. Ideas: Self-Assessment

7. 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. 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. Organization

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.  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. Organization: Self-Assessment

11. 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. 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. Voice

13. 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. Voice

14.  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? Voice: Self-Assessment

15. 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. 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. Word Choice

17. 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. Word Choice

18.  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! Word Choice: Self- Assessment

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

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

22.  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. Sentence Fluency: Self- Assessment

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

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.  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. Conventions: Self- Assessment

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