6 Traits of writing

6 TRAITS OF WRITING

English

6 TRAITS OF WRITING Ideas Organization Word Choice Voice Sentence Fluency Conventions

Scored 1-5, 5 is the highest score, 1 is the lowest.

IDEAS 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.

“Don’t say the old lady screamed. Bring her on and let her scream.” –Mark Twain

ORGANIZATION The internal structure, thread of central

meaning, logical and sometimes intriguing pattern of ideas.

Key Question- Does the organization of my paper enhance the ideas and make it easier to understand?

WORD CHOICE The use of rich, colorful and precise

language that moves and enlightens the reader.

Use strong vocabulary, energetic verbs, specific nouns, and minimal slang, clichés, or repetition.

SENTENCE FLUENCY

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

A sentence that flows well can be easily read aloud, no rehearsal necessary! Sentences vary in length and are smooth sounding.

VOICE The unique perspective of the writer

evident in the piece through the use of compelling ideas, engaging language, and revealing details.

“Voice is the writer revealed.” – Donald Murray

Voice is YOU coming through your writing. It’s what gives your writing personality, flavor, style– a sound all of its own.

CONVENTIONS The mechanical correctness of the piece;

spelling, grammar and usage, paragraphing, use of capitals, and punctuation.

“Editing is easy. All you have to do is cross out the wrong words.” --Mark Twain

“The first editor of any piece is always the writer…” –Nancie Atwell

6 TRAITS FLIPCHART Take 3 sheets of paper Stack paper together, then spread each

sheet apart 1 ½ inches Fold together and make straight crease You will have 6 sections when folded

IDEAS What is my message? Is my message clear? Did I try hard to make it interesting? Do I have enough information?

ORGANIZATION How does my paper begin? Did I tell things in order? Does everything link to my message? How does my paper end?

WORD CHOICE Have I used some words that I really

LOVE? Can my reader tell what my words

mean? Have I used some new words? Did I try not to repeat words too many

times?

VOICE Does this paper sound like me? How do I want my readers to feel? Would I keep reading this if it were

longer? MUCH longer? What is my favorite part?

CONVENTIONS Did I leave spaces between words? Did I use a title? Did I use periods or question marks? Did I capitalize the right words? Did I spell words correctly? Could another person read my

handwriting?

SENTENCE FLUENCY Did I use complete sentences? Do my sentences begin in different

ways? Did I use some long and some short

sentences? Does my paper sound smooth as I read

it?

IDEAS Since Ideas are the CONTENT, your

writing should be clear, focused, and jam-packed with details!

“When I was in school I thought details were just extra words to add in a story to make it better. I thought detail was decoration or wallpaper…Details are not wallpaper; they are walls.” –Barry Lane

BRAINSTORMING IDEAS- WEB

Things that

make you

Nervous

________

________

________

________________

________

________

BRAINSTORMING IDEAS- LIST Quiet places to escape1.2.3.4.5.6.

BRAINSTORMING IDEAS- LIST Things that could go wrong on your

birthday-1.2.3.4.5.6.

APPLICATION OF IDEAS Write 2-3 paragraphs describing a

birthday disaster.

Use your brainstorming list of ideas.

IDEAS- SHOW, DON’T TELL A piece that is strong in ideas moved

beyond “telling” into the realm of “Showing.” A book that is well written sends you away with a feeling that you actually knew the characters or had seen the setting.

Telling Example: Jane dressed in an unusual way.

IDEAS- SHOWING Telling: Jane dressed in an unusual way.

Jane came to school today in pink and white polka dot leggings and a blue and green paisley shirt. The twelve inch purple feather sticking straight up from her orange hat almost kept me from noticing the army boots on her feet.

TELLING Avoid a statement like this! It doesn’t

give any description.

“The first day of school was really hectic.”

THE FIRST DAY OF SCHOOL WAS REALLY HECTIC

I say this every year- I’m getting too old for this! Glazed-eyed kids running, stumbling, frantically searching for their lockers and often close to tears when their fingers don’t respond to the number sequence printed on the 3X5 index card. What they don’t know yet is that learning to open a locker in middle school is one of the greatest challenges they will face all year. As I run from student to student, assuring each that it WILL get easier- automatic even- I can’t help noticing that their small motor coordination is something akin to tying flies while wearing woolen mittens. At least for this first day, everyone is equal. No jocks, no nerds, no bullies, no victims- just a bunch of anxious, sweat-palmed adolescents struggling to gain access to the only private space they can call their own for the next nine months.

-Ruth Culham

TURN THESE AROUNDCan you turn these into showing examples? Choose two that you would like to expand. The room was a mess. She was a kind person. He has terrible table manners. The dog looked dangerous. The situation was frightening.

Use descriptions of the 5 senses (imagery) in order to show!

ADDING DETAILS Four figures walked onto the field. They

carried a large wooden box. They put down the box in the glare of the spotlight. The crowd waited.

What questions is the reader left with?

THE BOX- EXPANDED Four senior captains on the Southmoore High School football team reverently carried a large wooden casket onto the immaculately kept field. Slowly they lowered the plainly adorned coffin at the 50 yard line. As the warm stadium spotlights shown against the hard plastic of their helmets, the four figures slowly turned in an about face. A new figure approached. The blue and gold super fans packed in the stadium watched gleefully with anticipation. The Southmoore Sabercat mascot prowled forward, making the crowd forget he was simply a student in costume. Dramatically, the larger than life sabercat ripped open the flimsy lid from the coffin to reveal a rotting, lifeless Edmond Timberwolf. The band instantly stuck up the fight song and as if on cue the crow erupted into cries and cheers.

ADDING DETAILS- ACTIVITY Just about a week ago my teacher had a

rip in his pants. It was really funny. I didn’t see it right away, but someone told me. Then I saw it and wanted to laugh, but I held it in. Then someone told him, and everyone started to laugh. Then he went home to change.

What details do we need to add?

YOUR TASK Expand two statements of your choice.The room was a mess.She was a kind person.He has terrible table manners.The dog looked dangerous.The situation was frightening. Add details to the story about a rip in

your teacher’s pants. Just about a week ago my teacher had a rip in his pants. Itwas really funny. I didn’t see it right away, but someone toldme. Then I saw it and wanted to laugh, but I held it in. Thensomeone told him, and everyone started to laugh. Then hewent home to change.