Experimental Study on the
6+1 Trait® Writing Model
Presented at the
2005 ASCD Annual Conference
April 3, 2005
Dr. Michael Kozlow
Northwest Regional Educational Laboratory
Assessment Program Director
Northwest
Regional
Educational
Laboratory
Agenda
Overview the 6+1 Trait® Writing
model and scoring rubrics
Strategies that support classroom
implementation
Research Study
Northwest
Regional
Educational
Laboratory
Discussion
What Makes ‘Good’
Writing?
Northwest
Regional
Educational
Laboratory
The 6+1 Trait® Writing Model for
Assessment and Instruction
1. Ideas
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.
2. Organization
Organization is the internal structure, the thread of central
meaning, the logical and sometimes intriguing pattern of
ideas within a piece of writing.
3. Voice
Voice is the magic and the wit, along with the feeling and
conviction of the individual writer coming out through the
words.
Northwest
Regional
Educational
Laboratory
The 6+1 Trait® Writing Model for
Assessment and Instruction
4. Word Choice
Word choice is the use of rich, colorful, precise language
that moves and enlightens the reader.
5. Sentence Fluency
Sentence fluency is the rhythm and flow of the language, the
sound of word patterns, the way in which the writing plays to
the ear—not just to the eye.
6. Conventions
Conventions refer to the mechanical correctness of the
piece—spelling, paragraphing, grammar and usage,
punctuation, and use of capitals.
Northwest
Regional
Educational
Laboratory
The 6+1 Trait® Writing Model for
Assessment and Instruction
+1. Presentation
Presentation zeros in on the form and layout of the text and
its readability; the piece should be pleasing to the eye.
Northwest
Regional
Educational
Laboratory
The 6+1 Trait® Writing
Scoring Continuum
 Wow!
Exceeds expectations
 Strong
Shows control and skill in this trait; many
strengths present
 Effective
Ideas
Organization
Voice
Word Choice
Sentence Fluency
Conventions
Presentation
On balance, the strengths outweigh the weaknesses; a small
amount of revision is needed
 Developing
Strengths and need for revision are about equal; about half-way
home
 Emerging
Need for revision outweighs strengths; isolated moments hint at
what the writer has in mind
 Not Yet
A bare beginning; writer not yet showing control
Northwest
Regional
Educational
Laboratory
Key Question:
Did the writer
stay focused
and share
original and
fresh
information or
perspective
about the
topic?
6+1 Trait® Writing Rubric
Ideas
Ideas: The heart of the message, the content of the piece, the main theme, with details that enrich and
develop that theme

This paper is clear and focused. It holds the reader’s attention. Relevant anecdotes and
details enrich the central theme
A.
B.
C.
D.
E.
F.

The writer is beginning to define the topic, even though development is still basic or
general
A.
B.
C.
D.
E.
F.

Northwest
Regional
Educational
Laboratory
The topic is narrow and manageable
Relevant, telling, quality details go beyond the obvious
Reasonably accurate details
Writing from knowledge or experience; ideas are fresh and original
Reader’s questions are anticipated and answered
Insight
The topic is fairly broad
Support is attempted
Ideas are reasonably clear
Writer has difficulty going from general observations to specifics
The reader is left with questions
The writer stays on topic
The paper has no clear sense of purpose or central theme. The reader must make
inferences based on sketchy or missing details
A.
B.
C.
D.
E.
F.
The writer is still in search of a topic
Information is limited or unclear or the length is not adequate for development
The idea is a simple statement or a simple answer to the question
The writer has not begun to define the topic
Everything seems as important as everything else
The text may be repetitious, disconnected, and contains too many random thoughts
Key Question:
Does the
organizational
structure
enhance the
ideas and make
it easier to
read?
6+1 Trait® Writing Rubric
Organization
Organization: The internal structure, the thread of central meaning, the logical and sometimes intriguing
pattern of ideas.

The organizational structure of this paper enhances and showcases the central idea or
theme of the paper; includes a satisfying introduction and conclusion
A.
B.
C.
D.
E.
F.

The organizational structure is strong enough to move the reader through the text
without too much confusion
A.
B.
C.
D.
E.
F.

Northwest
Regional
Educational
Laboratory
An inviting introduction draws the reader in; a satisfying conclusion leaves the reader with a sense of closure and resolution
Thoughtful transitions
Sequencing is logical and effective
Pacing is well controlled
The title, if desired, is original
Flows so smoothly, the reader hardly thinks about it
The paper has a recognizable introduction and conclusion
Transitions often work well
Sequencing shows some logic, yet structure takes attention away from content
Pacing is fairly well controlled
Organization sometimes supports the main point or storyline
A title (if desired) is present
The writing lacks a clear sense of direction
A.
B.
C.
D.
E.
F.
No real lead
Connections between ideas are confusing
Sequencing needs work
Pacing feels awkward
No title is present (if requested)
Problems with organization make it hard for the reader to get a grip on the main point or storyline
Key Question:
Would you
keep reading
this piece if it
were longer?
MUCH longer?
6+1 Trait® Writing Rubric
Voice
Voice: The unique perspective of the writer coming through in the piece through honesty, conviction,
integrity, and believability

The writer of this paper speaks directly to the reader in a manner that is individual,
compelling, and respects the purpose and audience for the writing.
A.
B.
C.
D.
E.

The writer seems sincere but not fully engaged or involved. The result is pleasant or
even personable, but not compelling.
A.
B.
C.
D.
E.

Northwest
Regional
Educational
Laboratory
Adds interest; appropriate of purpose and audience
The reader feels a strong interaction with the writer
The writer takes a risk
Expository or persuasive reflects understanding and commitment to topic
Narrative writing seems honest, personal, and engaging
Obvious generalities
Earnest, pleasing, safe writing
The voice fades in and out
Expository or persuasive writing lacks consistent engagement
Narrative writing is reasonably sincere
The writer seems indifferent, uninvolved, or distanced from the topic and/or the audience.
A.
B.
C.
D.
E.
No concern with audience
Monotone
Hum-drum and risk-free
Lifeless or mechanical
No point of view is present
Key Question:
Do the words
and phrases
create vivid
pictures and
linger in your
mind?
Northwest
Regional
Educational
Laboratory
6+1 Trait® Writing Rubric
Word Choice
Word Choice: The use of rich, colorful, precise language that moves and enlightens the reader

Words convey the intended message in a precise, interesting, and natural way

The language is functional, even if it lacks much energy

The writer struggles with a limited vocabulary
A.
B.
C.
D.
E.
A.
B.
C.
D.
E.
F.
A.
B.
C.
D.
E.
F.
Words are specific and accurate
Striking words and phrases
Natural, effective, and appropriate language
Lively verbs, specific nouns and modifiers
Language enhances and clarifies meaning
Words are adequate and correct in a general sense
Familiar words and phrases communicate
Attempts at colorful language
Passive verbs, everyday nouns, mundane modifiers
Functional with one or two fine moments
Occasionally, the words show refinement and precision
Words are nonspecific or distracting
Many of the words don’t work
Language is used incorrectly
Limited vocabulary, misuse of parts of speech
Words and phrases are unimaginative and lifeless
Jargon or clichés, persistent redundancy
Key Question:
Can you FEEL
the words and
phrases flow
together as
you read it
aloud?
6+1 Trait® Writing Rubric
Sentence Fluency
Sentence Fluency: The rhythm and flow of the language, the sound of word patterns, the way in which
the writing plays to the ear—not just to the eye

The writing has an easy flow, rhythm and cadence. Sentences are well built.

The text hums along with a steady beat, but tends to be more pleasant or businesslike
than musical.
A.
B.
C.
D.
E.
A.
B.
C.
D.
E.

Northwest
Regional
Educational
Laboratory
Sentences enhance the meaning.
Sentences vary in length as well as structure.
Purposeful and varied sentence beginnings.
Creative and appropriate connectives.
The writing has cadence.
Sentences get the job done in a routine fashion.
Sentences are usually constructed correctly.
Sentence beginnings are not ALL alike; some variety is attempted.
The reader sometimes has to hunt for clues.
Parts of the text invite expressive oral reading; others may be stiff, awkward, choppy, or gangly.
The reader has to practice quite a bit in order to give this paper a fair interpretive reading.
A.Sentences are choppy, incomplete, rambling, or awkward. Phrasing does not sound natural.
B. No “sentence sense” present.
C. Sentences begin the same way.
D. Endless connectives.
E. Does not invite expressive oral reading.
Key Question:
How much editing
would have to be
done to be ready
to share with an
outside source?
 A whole
lot? Score
in the 1–2
range.
6+1 Trait® Writing Rubric
Conventions
Conventions: The mechanical correctness of the piece; spelling, grammar, and usage, paragraphing,
use of capitals, and punctuation*

A.
B.
C.
D.
E.
F.
 A moderate
amount?
Score in
the 3 range.
 Very little?
Score in the
4–5 range.

Spelling is generally correct
Punctuation is accurate
Capitalization skills are present
Grammar and usage are correct
Paragraphing tends to be sound
The writer may manipulate conventions for stylistic effect; and it works!
The writer shows reasonable control over a limited range of standard writing
conventions
A.
B.
C.
D.
E.
F.

Northwest
Regional
Educational
Laboratory
The writer demonstrates a good grasp of standard writing conventions (e.g., spelling,
punctuation, capitalization, grammar, usage, paragraphing)
Spelling is usually correct or reasonably phonetic on common words
End punctuation is usually correct
Most words are capitalized correctly
Problems with grammar and usage are not serious
Paragraphing is attempted
Moderate (a little of this, a little of that) editing
Errors in spelling, punctuation, capitalization, usage and grammar, and/or paragraphing
repeatedly distract the reader and make text difficult to read
A.Spelling errors are frequent
B. Punctuation missing or incorrect
C. Capitalization is random
D.Errors in grammar or usage are very noticeable
E. Paragraphing is missing
F. The reader must read once to decode, then again for meaning
* Grades 7 and Up Only: The writing is sufficiently complex to allow the writer to show skill in
using a wide range of conventions
Northwest
Regional
Educational
Laboratory
Ten Strategies To Teach
Writing
1. TEACH STUDENTS THE LANGUAGE they need to speak and think like writers.
2. READ, SCORE, AND JUSTIFY your scores on anonymous sample papers.
3. PRACTICE and rehearse focused REVISION strategies by:
Working with a partner or small group
Working on an anonymous sample
Revising for one trait at a time
4. WRITE! Yes, WRITE—this means you! Write along with your students. Take a risk and
share your “works in progress” with them. Ask them for revising feedback. You’ll be
amazed!
5. READ, READ, READ printed material of ALL kinds to illustrate strengths and
weaknesses in writing.
6. R.A.F.T.S. (Role Audience, Format, Topic, Strong Verbs)
CRAFT thoughtful, explicit WRITING PROMPTS
CONNECT what students know and are learning TO VARIOUS MODES of writing
7. ACTIVITIES AND FOCUS LESSONS
WEAVE focused trait SKILL LESSONS INTO YOUR CURRICULUM to enhance your
writing program
8. GOAL SETTING AND MONITORING PROGRESS
Teach students to set writing goals and continuously monitor their progress
Northwest
Regional
Educational
Laboratory
9. CURRICULUM MAPPING
Where do the Traits fit in your program?
10. PROFESSIONAL LEARNING TEAM: A Proven Model for Effective Instructional
Improvement
Strategy 6—
R.A.F.T.S. Writing Prompts
Role
Audience
Form
Topic
Strong Verb for Purpose
Northwest
Regional
Educational
Laboratory
Designing R.A.F.T.S.
Writing Assignments
Effective writing assignments enable students to write fluently
and purposefully for an audience. R.A.F.T.S. can help teachers
identify and incorporate the elements of an effective writing
assignment.
Role of the writer—helps the writer decide on point of view and voice
Audience for the piece of writing—reminds the writer that he must
communicate ideas to someone else; helps writer determine content and
style
Format of the material—helps the writer organize ideas and employ the
conventions of format, such as letters, interviews and story problems
Topic or subject of the piece of writing—helps the writer focus on main
ideas
Strong verb—directs the writer to the writing purpose, e.g., persuade,
analyze, create, predict, compare, defend, evaluate
Northwest
Regional
Educational
Laboratory
R.A.F.T.S.
Classroom Prompts
R—Role
A—Audience
F—Format
T—Topic
S—Strong Verb
EXAMPLE:
You are Ulysses on your journey home from Troy after being
(role)
gone for over ten years. Write a letter to your wife Penelope
(format)
(audience)
explaining why you won’t make it home for dinner, AGAIN.
Northwest
Regional
Educational
Laboratory
(strong verb)
(topic)
R.A.F.T.S. Writing Prompt
Example
Over the past few years, NASA has suffered a number of
severe setbacks in its development of a viable manned space
program. Persistent problems with the quality of equipment
have caused the delay and even cancellation of some
missions. And the tragic loss of two space shuttles and their
crews has caused deep public concern about the safety of
the organization’s procedures.
These two circumstances have combined to create an
atmosphere of distrust in the organization, and loss of
confidence in the Congress that must approve the funds to
keep the agency functioning.
Northwest
Regional
Educational
Laboratory
You are Carl Sagan, the cosmologist and writer. In a letter
to the Chairman of the House Appropriations Committee,
convince the Chairman that more funding needs to be
provided for the manned exploration of space.
R.A.F.T.S.
CLASSROOM
PROMPTS
Write your own R.A.F.T.S. assignment here.
Northwest
Regional
Educational
Laboratory
R—Role
A—Audience
F—Format
T—Topic
S—Strong Verb
Forms of Writing for Assignments
(An incomplete listing)
Northwest
Regional
Educational
Laboratory
Advertisements
Affidavits
Analytical paragraphs/papers
Anecdotes/stories
Announcements
Applications
Bibliography annotations
Biographical sketches
Blurbs: TV lists/book covers
Board games instructions
Brochures
Bumper stickers
Captions
Children’s Books
Commentaries
Comparison paragraphs/papers
Computer programs
Constitution articles
Consumer guide or report
Contest entries (25 words)
Contrast paragraphs/papers
Debate outlines/notes
Declarations
Definitions
Dialogues
Dictionary entries
Directions: guide to places, how-to, survival
manuals
Editorials
E-mail
Encyclopedia entries
Environmental impact reports
Epitaphs
Eulogies
Expense accounts and defense
Graffiti
Greeting card or text
Historical accounts
Imaginative Literature: Fairy tales, myths,
novels, plays
Poems: Villanelle, Haiku, Sonnets
Science Fiction
Short stories
Songs & ballads
Story beginnings
Indexes
Instructions
Internet
Interviews (real/imaginary)
Introduction
Job specifics
Journal entries
Forms of Writing for Assignments, continued
(An incomplete listing)
Northwest
Regional
Educational
Laboratory
Lab reports
Last wills and testaments
Legal briefs
Legislation
Lesson plans
Letters: advice, application, resignation,
informational, complaint, congratulation,
from imaginary places, inquiry
Persuasive: to public officials, to the editor,
recommendations
Lists
Math notes/observations
Math problem solutions
Math record books
Math story problems
Memos
Monologues
Mottoes
News stories—paper/radio/TV
Orations
Package copy
Paraphrases
Parodies
Personalized license plate
Placards
Prayers
Précis
Prophecies and predictions
Proposals
Psychiatrists’ notes
Public notices
Reaction papers
Requests
Responses and rebuttals
Résumés
Reviews: movies, outside reading, radio/TV
programs
Screenplays
Sermons
Ship’s logs
Skits
Sideshow scripts
Slogans
Specifications for reports
Speeches: expository speeches, nominating
speeches
Storyboards for animation
Summaries
Tables of contents
Telegrams
Telephone dialogues
Test questions
Thumbnail sketches: content idea, famous
people, historical events, places
Umpire reports
Undercover reports
Wanted posters
War communiqués
Word puzzles and games
Strong Verbs for R.A.F.T.S.
Assignments
Northwest
Regional
Educational
Laboratory
Descriptive
Writing
Narrative
Writing
Imaginative
Writing
Illuminate
Distinguish
Define
Clarify
Elucidate
Identify
Trace
Interpret
Portray
Relate
Tell
Reflect
Narrate
Recount
Report
Recapitulate
Review
Recite
Invent
Fabricate
Contrive
Imagine
Create
Fantasize
Devise
Strong Verbs for R.A.F.T.S.
Assignments
Northwest
Regional
Educational
Laboratory
Expository
Writing
Persuasive
Writing
Explain
Compare
Contrast
Inform
Summarize
Announce
Delineate
Record
Exemplify
Reveal
Notify
State
Evidence
Persuade
Convince
Contest
Urge
Argue
Encourage
Cajole
Advocate
Induce
Entreat
Reason
Prevail
Influence
Prove
6+1 Trait® Writing
Teacher’s Planning Chart
IDEAS
IDENTIFY THE OBJECTIVES from the key words in the rubric.
PLAN the following......
Read alouds: Examples of trait from many sources
Minilessons: Modeling, practice activities, score papers
Writing Skill Practice: Practice as part of team or group
Evaluation: Students work on this trait in their own writing
Objective
Narrow,
manageable topic
Relevant,
quality details
Read Alouds
Minilessons
Writing Skill
Practice
Evaluation
Pink and Say by Patricia
Polacco—discuss theme
Read writing sample,
“Earth” score/justify
for Ideas trait
In a team, choose one
idea from “Earth” and
write a focused
paragraph
Write a persona journal
response to an idea of
Pink and Say
Pink and Say quickwrite
an idea that resonates
with you
Example of ‘show and
tell’ from focus lessons
In pairs choose a topic
to ‘show not tell’ and
write a two paragraph
piece
Use your idea from
quickwrite to write a
three paragraph
response
Fresh, original ideas,
personal knowledge or
experience; insights
Northwest
Regional
Educational
Laboratory
Reader’s questions are
anticipated and
answered
Designed by Roberta Young, 2002, Modified by Peter Bellamy, 2004
6+1 Trait® Writing
Teacher’s Planning Chart
ORGANIZATION
IDENTIFY THE OBJECTIVES from the key words in the rubric.
PLAN the following......
Read alouds: Examples of trait from many sources
Minilessons: Modeling, practice activities, focused journal topics
Sample papers: Score and revise papers for trait (group write?)
Revision: Students work on this trait in their own writing
Objective
Read Alouds
Minilessons
Writing Skill
Practice
Evaluation
Inviting introduction;
Satisfying conclusion
Thoughtful transitions
Pacing is evident
Northwest
Regional
Educational
Laboratory
Flows smoothly; matches
audience and puropse
Designed by Roberta Young, 2002, Modified by Peter Bellamy, 2004
ADVANTAGES
OF ANALYTIC SCORING
Offers a broad perspective
Challenges us to think of writing in new ways
Gives us a model for responding to student’s
writing
Provides vocabulary for talking with
students about writing
Provides a solid foundation for revision
and editing
Northwest
Regional
Educational
Laboratory
Allows students to become evaluators
Experimental Study
Will training in 6+1 Trait® Writing
affect teacher practice?
Will training in 6+1 Trait® Writing
affect student performance in
writing?
Northwest
Regional
Educational
Laboratory
Conducted during 2003–2004
school year
Sample
76 classrooms (Grades 3 to 6)
One school district
Complete data for 1,592 students in
72 classrooms
Northwest
Regional
Educational
Laboratory
Design
2x2 model with two experimental
conditions (treatment and control) and
two test times; applied independently at
four grade levels
Random assignment of classrooms to
treatment and control groups; stratified
by grade
Treatment: two-day workshop on 6+1
Trait® Writing in November
Northwest
Regional
Educational
Laboratory
Data Collection
Pretest: student writing sample
collected prior to training
Posttest: student writing sample
collected following six months of
implementation
Northwest
Regional
Educational
Laboratory
Classroom observations and teacher
surveys (administered at the time
of the posttest)
Writing Prompts
Grades 3 & 4: narrative and
descriptive (prompts were randomly
assigned for the pretest; students
were assigned the other mode for
posttest)
Grades 5 & 6: narrative and
persuasive
Northwest
Regional
Educational
Laboratory
Scoring
All writing samples were scored
using a six-point holistic rubric, and
six five-point analytic rubrics (six
traits)
Northwest
Regional
Educational
Laboratory
Each sample was scored by four
raters, who did not know if samples
were from the pretest or posttest
or from the treatment or control
group
Results
No significant differences in
student scores between treatment
and control groups at any grade
Northwest
Regional
Educational
Laboratory
Pretest to Posttest Differences
Holistic Writing Scores
Grade 4
Grade 3
Mean Score
4.4
4.4
4.2
4.2
4.0
3.90
3.83
3.8
3.6
3.57
3.42
4.0
3.8
3.4
3.2
3.2
3.0
3.0
Control Group
Posttest
Treatment Group
4.24
4.16
3.96
3.89
3.6
3.4
Pretest
Northwest
Regional
Educational
Laboratory
Mean Scale Score
Mean Scale Score
Mean Score
Pretest
Control Group
Posttest
Treatment Group
Pretest to Posttest Differences
Holistic Writing Scores
Grade 6
Grade 5
Mean Score
4.4
4.4
4.3
4.3
4.2
4.2
4.1
4.03
4.0
3.96
3.9
3.8
3.7
3.6
3.75
4.1
4.44
4.28
4.14
4.0
3.9
3.8
3.7
3.70
3.6
3.5
3.5
Pretest
Northwest
Regional
Educational
Laboratory
Mean Score
4.5
Mean Scale Score
Mean Scale Score
4.5
Control Group
Posttest
Treatment Group
Pretest
Control Group
Posttest
Treatment Group
Treatment by Test Time
Interaction (All Grade Levels)
4.2
4.12
4.1
Mean Score
4.0
3.9
3.86
3.8
3.79
3.7
3.6
Pretest
Northwest
Regional
Educational
Laboratory
Posttest
Control Group
Treatment Group
Treatment by Time Interaction
(Grade 5 Voice)
3.9
3.9
3.84
Mean Scores
3.8
3.8
3.7
3.7
3.68
3.67
3.66
3.6
3.6
Pretest
Northwest
Regional
Educational
Laboratory
Posttest
Control Group
Treatment Group
Results for Teacher Survey
(Treatment Group)
Approximately 90% of teachers
reported “a great deal” or “a
moderate amount” of specific
instruction on the ideas,
organization, and conventions
Northwest
Regional
Educational
Laboratory
Approximately 80% of teachers
reported “a great deal” or “a
moderate amount” of specific
instruction on the word choice and
sentence fluency
Results for Teacher Survey
(Treatment Group)
80% to 90% of teachers agreed that the
training:
 Improved their understanding of the qualities of good
writing
 Helped them to improve their writing instruction
 Improved their ability to provide effective feedback
to students
53% agreed that students could use the
traits effectively for self-assessment
Northwest
Regional
Educational
Laboratory
Treatment-Control Comparisons
More teachers in treatment group
reported “very frequent” use of:
 Rubrics to explain what is expected
 Samples of excellent student writing
 Students discussing specific features of their writing
Northwest
Regional
Educational
Laboratory
Treatment-Control Comparisons
More teachers in the control group
reported “a great deal of specific
instruction” in:
 generating rich ideas and content
 organizing content effectively
 using effective language
 connecting with the reader
 using conventions correctly
Northwest
Regional
Educational
Laboratory
Limitations
Amount of training
Length of time for implementation
Treatment and control teachers in
the same school
Northwest
Regional
Educational
Laboratory
Contact
Dr. Michael Kozlow
Assessment Program Director
Northwest Regional Educational Laboratory
503-275-9578
kozlowm@nwrel.org
Northwest
Regional
Educational
Laboratory
Copies of this presentation and the paper
can be found at:
http://www.nwrel.org/ASCD05