6 Traits of Writing: Mastering the Elements of Effective Communication

1. 6 Traits of writing English

2. 6 traits of writing • Ideas • Organization • Word Choice • Voice • Sentence Fluency • Conventions • Scored 1-5, 5 is the highest score, 1 is the lowest.

3. 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

4. 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?

5. 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.

6. 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.

7. 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.

8. 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

9. 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

10. Ideas • What is my message? • Is my message clear? • Did I try hard to make it interesting? • Do I have enough information?

11. organization • How does my paper begin? • Did I tell things in order? • Does everything link to my message? • How does my paper end?

12. 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?

13. 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?

14. 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?

15. 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?

16. 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

17. Brainstorming ideas- web

18. Brainstorming ideas- list Quiet places to escape 1. 2. 3. 4. 5. 6.

19. Brainstorming ideas- list Things that could go wrong on your birthday- 1. 2. 3. 4. 5. 6.

20. Application of ideas • Write 2-3 paragraphs describing a birthday disaster. • Use your brainstorming list of ideas.

21. 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.

22. 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.

23. Telling • Avoid a statement like this! It doesn’t give any description. “The first day of school was really hectic.”

24. 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

25. Turn these around Can 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!

26. 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?

27. 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 SouthmooreSabercat 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.

28. 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?

29. 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. 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.