six traits

Writing Part 8: Six Traits of Writing and Descriptive Model

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by C. Elkins, OK Math and Reading Lady

This will be the final part of my writing series. The focus today is on the Six Traits of Writing. The six traits are a tool for teaching writing, leading to a quality product.  They are not an organizational model (such as Four Square).  This model was originally developed by the Northwest Regional Educational Laboratory in Oregon. Here is a link to their website which includes more resources, definitions, and research:  http://educationnorthwest.org/traits/

I will refer to the six traits, although Education Northwest added a seventh trait (presentation) and titles it “Six + 1 Trait Writing.” Keep reading to find some FREE RESOURCES.

So what are the Six Traits that define quality writing?  See full definitions by clicking HERE:

  • Ideas:  This is the main message or topic.
    • The message is written clearly.
    • It is interesting and shows understanding of the topic.
  • Organization:  This is the structure of the piece. Connections are strong.
    • Everything written links to the message.
    • A good beginning and ending grab the reader.
    • Organization is evident. (Link to text structures of sequence, compare-contrast, description, problem-solution, and cause-effect.)
  • Sentence Fluency:  This is the flow and rhythm of the writing.
    • Varied sentence beginnings and lengths.
    • Does it sound smooth and interesting, showing good use of transitions?
    • Are some words emphasized for effect?
  • Voice:  This is the writer’s personal tone coming through.
    • The writing sounds like the author.
    • The author’s feelings and style come through the writing.
    • It shows sincerity, honesty, and conviction.
  • Word Choice:  This is the vocabulary the author chooses. 
    • Selects the best words to fit the author and the message.
    • Does not repeat words too many times.
    • Replaces overused words.  (Search for “Said is Dead” on Pinterest.)
    • Natural, but precise and vivid.
    • Might include well-placed figurative language.
  • Conventions:  This is the mechanical correctness – the rules of language. Expectations should be based on grade level lessons and standards.
    • Spelling
    • Grammar
    • Punctuation
    • Capitalization
  • Presentation (the +1 trait):  This is how the writing looks on the page – the overall appearance.
    • text or font
    • neatness / handwriting
    • graphics
    • spacing and borders

Continue reading →

Writing Part 7: Four Square Writing Model

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by C. Elkins, OK Math and Reading Lady

One of my favorite models for organizing writing is the Four Square Model.  I got the chance to attend a workshop conducted by the author of these books and I have been a fan ever since. This organizational model can be applied from KG to 5th grade (and beyond).

Four Square Writing:

Order HERE.  It is developmentally appropriate to start with pictures for the youngest and gradually add sentences to explain the topic. For those who can write sentences, this model can help students build from a single five sentence paragraph (first and second grades) to the 5 paragraph essay (3rd and up). This model is great for expository, persuasive, and descriptive types of writing. For intermediate students, this format helps them organize the main idea, subtopics, details, and transition words.

  1. Students become better at seeing the relationship between the main topic and sub-topics such as: Fruit — apple, grape, cherry. I believe if students can write about a topic and the supporting details, then they can more easily recognize these in text. Description is one of the five main text structures.
  2. KG students start with pictures. Then young students (first or second) create a topic, 3 supporting details, and a beginning or concluding sentence to create a single paragraph.
  3. See this precious video from a first grade class showing how to use the four square method First Grade 4-Square Writing (Mr. Alba’s Class)

Thank you to teachers in Lawton for sharing some of the the work students did when I worked with them on use of this model. Here are a few samples (first and fifth grades): Continue reading →