4 Square X 6 Traits
=
24 Hours a Day
of
Superb Writing
Class, I’m going to give you
a writing prompt. I want
you to read it carefully so
that you will respond to all
parts of the prompt. You
will have 55 minutes to
write. Be sure to plan your
writing, develop your ideas
fully with vivid details,
organize your ideas
coherently, use good word
choice and sentence
variety, and edit your
grammar and mechanics.
Your family has just won a
one-week trip. Write about
where you choose to go and
what happens there. Develop
your writing with details.
OK. I’ll brainstorm, and
then I’ll make a 4-Square
outline. Then I’ll write my
essay.
Places I’ve been:
Six Flags, San Antonio (last
summer), Orlando (two years ago)
Places I’ve read about, studied,
or seen on TV that I might be
able to write about:
Paris, London
I’ll write about
San Antonio, Texas.
Brainstorming
Your family has just won a one-week trip. Write
about where you choose to go and what happens
there. Develop your writing with details.
San Antonio, Texas
Alamo
River Walk
El Mercado
Ripley’s
History, Santa
Anna, Houston,
Travis,
Crockett,
heroes, against
all odds,
church
mission, giant
trees, wishing
well, big
cannon
Cool, trees,
flowers, water,
shops,
restaurants,
below street
level, unique
things to buy,
music, eat
outdoors, buy
jewelry,
souvenirs
Mexican
market, shops,
mariachi
music, Spanish
dancing
Strange items
from nature,
manmade odd
things, wax
museum w/
many from
history and
current time,
history of
Ripley’s,
Presidents
Wow!
Don’t forget to use
The Writing Center
as a resource for
teachers, students, and
parents.
I use it all of the
time. Information
is organized by
writing traits.
There is a whole
section on 4Square. Any time I
am having trouble
writing something, I
click on The Writing
Center, and I can
find something to
help me.
Nice
commercials,
people.
Now, I’ve
forgotten
the prompt.
Your family has just won a
one-week trip. Write about
where you choose to go and
what happens there. Develop
your writing with details.
Hey, Ma’am… Teacher… Miss…
um…Teacher! I have a
question.
I don’t know how to organize
this.
Is this a narrative essay
(you know, a story)
like…
HOW MY FAMILY
WON THE LOTTERY
AND
SPENT A WEEK
IN
SAN ANTONIO,
TEXAS
See, Ma’am. Now, that
would be a narrative essay.
A narrative essay is like a
little story.
OR is it a
descriptive essay
like…
SAN ANTONIO,
TEXAS,
THE BEST
VACATION SPOT
IN THE
WORLD!
See what I mean? In a
descriptive essay, I would be
just describing what San
Antonio is like…you know, telling
what goes on there.
See my problem, Teacher? A
narrative essay
(story)
should be written like this…
Time Connector
Event 1
Time Connector
Event 2
 Detail
 Detail
Vivid
Vivid
 Detail
 Detail
Vivid
 Detail
Vivid
Time Connector
Event 3
 Detail
Vivid
 Detail
Vivid
 Detail
Vivid
Vivid
The Trip to San
Antonio
Who?
What?
Where?
When?
Why?
 Detail
Vivid
Time Connector
 Big
Ending
…but a
descriptive essay
should be written like this.
Connecting Word
Reason/Example/Support
Connecting Word
Reason/Example/Support
Detail
Vivid

Detail
Vivid

Detail
Vivid

Detail
Vivid
San Antonio is the best
vacation spot.
Connecting Word
Reason/Example/Support

Detail
Vivid

Detail
Vivid

Detail
Vivid

Detail
Vivid

Detail
Vivid
 Wrap-Up Sentence with
Connecting Word
Personal/Reflective Sentence,
Question, or Exclamation
See? They’re really
different…
HOW MY
FAMILY WON
THE LOTTERY
AND
SPENT A
WEEK
IN
SAN
ANTONIO,
TEXAS
SAN
ANTONIO,
TEXAS,
THE BEST
VACATION
SPOT IN THE
WORLD!
This is the prompt: Your family has
just won a one-week trip. Write
about where you choose to go and
what happens there. Develop your
writing with details.
“…where you choose to go…” means the
destination of your trip.
“…what happens there” can mean either
(1.) what happens once you and your
family arrive (narrative) or (2.) what
kinds of things happen there
(descriptive).
…so should my
essay by
narrative or
descriptive?
Either narrative or descriptive will
be fine for this prompt. You decide
based on which one you like better
and which one you think will work
better.
I choose descriptive!
Now I can start my 4Square organizer.
Paragraph 2
Paragraph 3
This is the 4-Square
Organizer.
(Box 2)
(Box 3)
(Box 1)
Thesis Statement –
Develop into Introductory Paragraph
Paragraph 4
(Box 4)
Concluding Paragraph
(Box 5)
Write your thesis statement in the
middle box (Box 1). Your thesis
statement is just a sentence stating
what you are going to claim, assert,
declare, insist, suggest, proclaim,
affirm, or say.
OK, I’m going to
make a
statement about
a place.
Later, when you begin to write, you will
start with this (1.) topic sentence. Then,
you will add (2.) a “wrap up” sentence that
tells your 3 examples and (3.) a
personal/reflective sentence.
San Antonio, Texas, is an excellent
vacation spot.
Huh?
Like this…
San Antonio, Texas, is an
excellent vacation spot. Strolling
on the River Walk, wandering
through Ripley’s, and exploring the
Alamo fulfill any traveler’s dreams.
If one is looking for a beautiful,
exciting, meaningful place for
relaxation, San Antonio is the
place.
San Antonio, Texas, is an
excellent vacation spot.
River Walk
Ripley’s Believe It or
Not and Wax Museum
Now you have to choose 3
examples to describe WHY it
is a good vacation spot.
San Antonio, Texas, is an excellent
Alamo vacation spot.
Easy.
First,
Second,
River Walk
Ripley’s Believe It or
Not and Wax Museum
Third,
Alamo
San Antonio, Texas, is an excellent
vacation spot.
Save room for some
connecting words.
In conclusion,
Are those the only
connecting words we can
use?
Dude, those
transition
words are
so “second
grade.”
Let me get my
writing book. It
has a lesson on
transition, or
“connecting”
words.
Use these
First
color-coded
One reason
connecting
words as
For example transitions
One example between
paragraphs.
To begin with
To start with
Third
Additionally
____, as well as ____,
____, too,
For instance
Along with
Second
Another reason
Another example
Also
Don’t
you
In addition
have
any
___, like ___,
more
In conclusion
words?
Last
Finally
As one can see
In summary
It is easy to see that
Paragraph
links!
Instead of a connecting “word,” you can
use a connecting “phrase.” It’s a more
grown-up way to write. We call it a
“paragraph link.”
All you do is this. Instead of using one of
the connecting words, just mention the
“example” from the previous paragraph
before you start writing about the
“example” in your current paragraph.
Like this:
It is true that the River Walk is an
exciting part of San Antonio, but nothing
can top Ripley’s Believe It or Not Museum
and its Wax Museum for unbelievable
entertainment.
Great! We get the idea!
Yeah!
This is OK: Another example of
an interesting place in San
Antonio is the Alamo.
This is much better: Although
Ripley’s Museum will leave
tourists entertained, the Alamo
will certainly satisfy anyone’s
hunger for history.
Wow!
That’s
better!
First
It is true that RW…but Ripley’s …
River Walk
Ripley’s Believe It or
•Wind through downtown 1 Not and Wax Museum
level below main city
•Odd man-made items
streets
•Unusual items from nature
•Unique shops
•Wax people who look real
•Restaurants San Antonio, Texas, is an excellent
vacation spot.
Finally
Alamo
•Former mission
•Texans vs. Santa Anna’s
army
•Well in square in
courtyard
It is easy to see that
Now we add
three details to
describe each of
our examples.
Sure, you can
add details to
your examples,
but if your
details are not
VIVID, you
are just using
words, not
mind pictures.
Yeah. You have to
follow each detail with
a “vivid.” That is a
sentence that answers
this question: “LIKE
WHAT?” Your vivid
should bring a picture
to the mind of the
reader. It should be a
taste, a smell, a
sound, a touch, or a
sight.
LIKE WHAT?
SEE
SMELL
TASTE
HEAR
TOUCH
Use a vivid description to “extend” the
development of your detail.
Connecting Word or Transition Link
Example
Detail
Vivid
…so boxes 2,
3, and 4 should
be like this…
2
3
4
5
First
River Walk
 Wind through downtown 1 level
below main city streets
Cool, watery, tree-lined banks
 Unique shops
Southwest clothing, jewelry, art
 Restaurants
Outdoor patio, aroma of food, sound of
music
Yeah!
Vivid!
Have
you
ever
been
there?
It is true that RW…but Ripley’s …
Ripley’s Believe It or Not and
Wax Museum
No,
but I
 Odd man-made items
Eiffel Tower made of toothpicks, Lord’s
Prayer on grain of rice
 Unusual items from nature
Petrified raindrop, shrunken heads
 Wax people who look real
Britney Spears, Abraham Lincoln, Cher
want
to go!
It
sounds
cool!
Finally
Alamo
 Former mission
Chapel most photographed building
 Texans vs. Santa Anna’s army
Outnumbered greatly but courageous
Well in square in courtyard
Cool, shady, trees, stone pathway
I love
history.
It is easy to see that San
Antonio is a prize-winning
vacation spot because with the
River Walk, Ripley’s, and the
Alamo, the fun never ends.
Let’s jump in the car and head
that way right now!
Concluding Paragraph:
(1.)Connecting word(s); (2.)Wrap up
sentence (includes your 3 examples); and
(3.)Personal/reflective sentence, question,
or exclamation.
Dude, you are really good
with this 4-Square thing.
However, my teacher gave
us some tips on writing
better introductions and
conclusions.
You know, you can “narrow
down,” use quotations, use
future predictions, and
things like that. You can
find those tips at
www.edmondschools.net
Click Curriculum
Click The Writing Center
What about
these “traits” I
keep hearing
about?
Traits are the
characteristics of writing.
Traits are how we describe
writing.
Like this:
(1.) How did you develop
your thesis?
(2.) How did you organize
your ideas?
(3.) What kind of word
choice did you use?
(4.) Did you use a variety
of sentence structures?
(5.) Did you edit for
grammar, usage, and
mechanics?
Score
Ideas and Development - 30%
4-Excellent 3-Acceptable 2-Below Average 1-Unsatisfactory
4
The content is well suited for the audience and purpose; main idea or
thesis is clear; ideas are fully developed and elaborated using details,
examples, reasons, or evidence; writer expresses an insightful
perspective towards the topic
3
The content is adequate for audience and purpose; main idea is evident
but may lack clarity; ideas are developed using some details, examples,
reasons, and/or evidence; writer sustains his/her perspective toward the
topic throughout most of the composition
2
The content is inconsistent with audience and purpose; main idea is not
focused and leaves the reader with questions; must infer to understand;
ideas are minimally developed with few details; may simply be a list of
ideas; writer has difficulty expressing his/her perspective toward topic
1
The content is irrelevant to the audience and purpose; lacks a central idea;
ideas lack development or may be repetitive; writer has little or no
perspective on topic
Score
Organization, Unity, and Coherence - 25%
4-Excellent 3-Acceptable 2-Below Average 1-Unsatisfactory
4
Introduction engages the reader; sustained or consistent focus on the
topic; logical and appropriate sequencing and balanced with smooth,
effective transitions; order and structure are strong and move the
reader through the text; conclusion is satisfying
3
Evident introduction to the topic; adequate focus; adequate sequencing;
stays on topic with little digression; uses limited but effective transitions;
order and structure are present; conclusion is appropriate
2
May lack a clear organizational structure; weak evidence of unity; little or
limited sequencing and/or transitions; details may be randomly placed
1
Lacks logical direction; no evidence of organizational structure
Score
Word Choice - 15%
4-Excellent 3-Acceptable 2-Below Average 1-Unsatisfactory
4
Appropriate word choice which conveys the correct meaning and appeals to
the audience in an interesting, precise, and natural way; the writing may be
characterized by, but not limited to lively verbs, vivid nouns, imaginative
adjectives, figurative language, dialogue; no vague, overused, repetitive
language is used (a lot, great, very, really); ordinary words used in an unusual way
3
Words generally convey the intended message; the writer uses a variety of words
that are appropriate but do not necessarily energize the writing; the writing may be
characterized by attempts at figurative language and dialogue, some use of lively
verbs, vivid nouns, and imaginative adjectives, few vague, overused, and
repetitive words are used
2
Word choice lacks precision and variety or may be inappropriate to the audience
and purpose; may be simplistic and/or vague; relies on overused or vague
language (a lot, great, very, really); few attempts at figurative language and
dialogue; word choice is unimaginative and colorless with images that are unclear
or absent
1
Word choice indicates an extremely limited or inaccurate vocabulary; no attempts
at figurative language; general, vague words that fail to communicate meaning;
text may be too short to demonstrate variety
Score
Sentences and Paragraphs - 15%
4-Excellent 3-Acceptable 2-Below Average 1-Unsatisfactory
4
Writing clearly demonstrates appropriate sentence structure; writing
has few or no run-on or fragment errors; writing has a rich variety of
sentence structure, types, and lengths; ideas are organized into
paragraphs that blend into larger text; evidence of appropriate paragraphing
3
Writing adequately demonstrates appropriate sentence structure; writing
may contain a small number of run-on or fragment errors that do not
interfere with fluency; writing has adequate variety of sentence structure;
ideas may be organized into paragraphs
2
Writing demonstrates lack of control in sentence structure; writing
contains errors such as run-ons and fragments that interfere with fluency;
writing has limited variety of sentence structure; writing may show little
or no attempt at paragraphing
1
Inappropriate sentence structure; many errors in structure (run-ons,
fragments); no variety in structure; no attempt at paragraphing
Score
Grammar, Usage, and Mechanics - 15%
4-Excellent 3-Acceptable 2-Below Average 1-Unsatisfactory
4
The writer demonstrates appropriate use of correct spelling,
punctuation, capitalization, grammar, usage; errors are minor and do
not affect readability
3
The writer demonstrates adequate use of correct spelling, punctuation,
capitalization, grammar, usage; errors may be more noticeable but do not
significantly affect readability
2
The writer demonstrates minimal use of correct spelling, punctuation,
capitalization, grammar, usage; errors may be distracting and interfere
with readability
1
The writer demonstrates very limited use of correct spelling, punctuation,
capitalization, grammar, usage; errors are numerous and severely impede
readability
(Yawn) Oh boy! Today
we’re going to learn how to
grade our essays just like
the graders for the state
writing test.
Students, test your score against the state formula: To calculate, multiply the weights by
the trait scores. Sum up all of the weighted trait scores. Multiply 15 by the sum of the
weighted trait scores. Then round to the nearest whole number.
Composite Scale - 15-60 - Standard-Setting Committees will determine the cut scores.
Unsatisfactory ___ to ___, Limited Knowledge ___ to ___, Satisfactory ___ to ___,
Advanced ___ to ___
Analytic Traits
Weight
Ideas and Development
.30
x
=
Organization, Unity, and Coherence
.25
x
=
Sentences and Paragraphs
.15
x
=
Weighted
Trait
Score
Trait Score
Word Choice
.
15
x
=
Grammar, Usage, and Mechanics
.
15
x
=
Sum
= _____
_____(Sum) x 15 = _____ (Composite [Final] Score)
SDE Reading/Language Arts Consortium 3-10-06
Ideas and Development is 30% of
the score. Graders look for each
paragraph to be fully developed
with a topic sentence that gives
your reason, example, or support;
a second sentence that gives a
“detail” describing the example; a
third sentence giving a “vivid”
describing the detail; and a
concluding sentence reminding us of
the topic.
How should I try
to improve in
Ideas and
Development?
What about Organization,
Unity, and Coherence?
What should I concentrate
on?
Stick to your topic!
Keep everything in sequence.
Use smooth, effective
transitions.
Have an “engaging” introduction.
Have a conclusion.
I’m all wet on
Word Choice.
Easy! Choose a few
lively verbs, vivid
nouns, imaginative
adjectives, and
interesting adverbs
that you like, and use
them frequently as you
write. Always include
a simile. Revise
overused, repetitive
language.
I know
everything
about
Sentences and
Paragraphs! I
like to use
introductory
participial
phrases!
Yeah, we always win
writing contests
because of our superb
sentence variety! I like
to use appositive
phrases, compound
sentences, and two
independent clauses
with a semicolon in the
middle!
Grammar, Usage, and Mechanics! If you
are writing a timed, in-class prompt, take
a few minutes to edit your paper before
you turn it in. However, if it is homework
and you have plenty of time to edit and
revise, ask someone to read your paper for
you, get suggestions, use Spell Check, use
a dictionary, and use your hot pink Edmond
Grammar Guide.
Do you realize
that all of the
rubrics our
teachers use to
grade our
writing are on
the web? We
can see exactly
how they’re
going to grade
us!
I’m going to
make a note of
this excellent
resource!
4 Square X 6 Traits
=
24 Hours a Day They used
Six
to have
of
traits?
six, but
These
Grammar
Superb
Writing
people
and Usage
have
only
five!
were
combined
with
Mechanics.
Go write some
superb stuff
now. Assess
your own
writing
according to
OCCT
standards.
See ya,
dudes.