Using the 6+1 Writing Traits
and
Developing Student Writing Portfolios
presented by
Cheri Lynn Gregory
www.InHisDelight.com
justcheri@aol.com
What are the 6+1 Writing Traits?
They are NOT:
• A “writing program”
• A “quick fix”
• Successful in
worksheet-dominated
classrooms
• Meant to be learned in
a 75 minute seminar
They ARE:
• A common language to
talk about writing
• Shared vision of what
good writing looks like in
all forms of writing
• An assessment tool for
teachers and students
• A model to use in a
writing process classroom
What are the 6+1 Writing Traits?
Some “givens” about writing:
 Hard things take time.
What are the 6+1 Writing Traits?
Some “givens” about writing:
 Hard things take time.
 Writing is a hard thing to do.
What are the 6+1 Writing Traits?
Some “givens” about writing:
 Hard things take time.
 Writing is a hard thing to do.
 Tomorrow we’ll be better than we are today.
What are the 6+1 Writing Traits?
Some “givens” about writing:




Hard things take time.
Writing is a hard thing to do.
Tomorrow we’ll be better than we are today.
Next year we’ll be better than we are this year.
What are the 6+1 Writing Traits?
WRITE is too big an idea for our students to grasp
 So, we teach them the Writing Process with lots
of “baby steps” along the way
What are the 6+1 Writing Traits?
REVISE is too big an idea for our students to grasp
 So, we teach them to look at each of the 6+1
Traits individually
What are the 6+1 Writing Traits?
•
•
•
•
•
•
•
Ideas
Organization
Voice
Word Choice
Sentence Fluency
Conventions
(Presentation)
How are the Traits Scored?
5 = STRONG



Shows control and skill in this trait
Many strengths present in this trait
Not perfect, but on its way in this trait
How are the Traits Scored?
4 = EFFECTIVE
 Strengths outweigh weaknesses in this trait
 Minimal revision needed in this trait
 Solid grade-level performance in this trait
How are the Traits Scored?
3 = DEVELOPING
 Strengths and weaknesses are about equal in
this trait
 About “half-way home” in this trait
 Minimal grade-level performance in this trait
How are the Traits Scored?
2 = EMERGING
 Need for revision outweighs strengths in this
trait
 Isolated moments hint at what writer is
attempting in this trait
 Below grade-level performance in this trait
How are the Traits Scored?
1 = NOT YET
 A bare beginning in this trait
 Writer is not showing any control in this trait
 Far below grade-level performance in this trait
How are the Traits Scored?
#1 concern is always the child, not the paper.
 Voice involves some risk; is my class a place where
some risk can be taken?
 Focusing on one trait at a time prevents you from
swamping the student with too much feedback at once
 Find one strength: excite student to build on it
 Pick one trait to work on: movtivate student to grow
 Only comment on papers that will still be re-worked!
Trait 1: IDEAS
•
•
•
•
•
•
•
•
•
Topic is narrow and manageable
One, clear main idea supported with details
Quality details beyond the obvious
Accurate details
Readers’ questions anticipated & answered
Clear and focused
Details enrich and develop theme
Understanding of topic demonstrated
Fresh and original ideas apparent
Trait 1: IDEAS
Paper Title: Skateboarding
Grade: 6th
My T-Shirt slogan would say “Skateboarding, What a life to live.”
I would choose this slogan because skateboarding is one of my
favorite hobbies.
I learned skateboarding from one of my old best friends. He
taught me tricks.
But then he moved to Texas and I havent seen him for sevral
years.
Trait 1: IDEAS
5 = STRONG
Shows control and skill in this trait . . . Many strengths present . . . Not perfect, but on its way
4 = EFFECTIVE
Strengths outweigh weaknesses in this trait . . . Minimal revision needed . . . Solid grade-level
performance
3 = DEVELOPING
Strengths and weaknesses are about equal for this trait . . . About “half-way home” . . . Minimal
grade-level performance
2 = EMERGING
Need for revision outweighs strengths for this trait . . . Isolated moments hint at what writer is
attempting . . . Below grade-level performance
1 = NOT YET
A bare beginning for this trait . . . Writer is not showing any control . . . Far below grade-level
performance
Trait 2: ORGANIZATION
•
•
•
•
•
•
•
•
•
Original title captures theme
Inviting introduction
Structure matches purpose and audience
Organization flows smoothly
Thoughtful ideas show how ideas connect
Logical and effective sequence of details
Effective placement of details
Controlled pace
Satisfying conclusion
Trait 2: ORGANIZATION
Paper Title: Older vs. Younger (2nd paragraph of a paper)
Grade: 9th
But being a younger sibling has its own problems. First of all, we
have to deal with hearing, “Why can’t you be more like your big
brother/sister?” We have to deal with the pressure of living up to the
“example” of our older siblings. Then, there are those who think that
they are so much better than we are, just because they are a year or so
older: the power hungry ones. They even see one year as a big gap.
Then we have to deal with being told, “I’ve lived longer, so I know
better.” Plus, younger siblings are constantly having to put up with
annoying older siblings who absolutely hate it when we go through
their stuff, but somehow they exercise their right to go through ours.
Such injustice!
Trait 2: ORGANIZATION
5 = STRONG
Shows control and skill in this trait . . . Many strengths present . . . Not perfect, but on its way
4 = EFFECTIVE
Strengths outweigh weaknesses in this trait . . . Minimal revision needed . . . Solid grade-level
performance
3 = DEVELOPING
Strengths and weaknesses are about equal for this trait . . . About “half-way home” . . . Minimal
grade-level performance
2 = EMERGING
Need for revision outweighs strengths for this trait . . . Isolated moments hint at what writer is
attempting . . . Below grade-level performance
1 = NOT YET
A bare beginning for this trait . . . Writer is not showing any control . . . Far below grade-level
performance
Trait 3: VOICE
•
•
•
•
•
•
•
•
•
Writing individual, compelling, engaging
Risks taken
Flavor and texture apparent
Appropriate voice chosen for audience
Writing honest and personal (narrative)
Commitment shown (persuasive/exposatory)
Voice makes reader think about point of view
Voice control and consistency throughout piece
Strong interaction between reader and writer
Trait 3: VOICE
Paper Title: Letter of Complaint
Grade: 8th
Hey Buddy!
Listen up! This is your mouth speaking! I was invented for talking,
so you had better pay attention!
First of all, man, what are you thinking? Here’s a lesson in life:
when food comes right off the stove, it’s hot. Do you understand
second-degree burns? And please don’t shovel it all down in a half
second! Trust me, buddy, it’s not going anywhere. I don’t need to
work that hard.
Second, do you really need to eat your own cooking? I mean, that’s
why McDonalds was invented, right? At least their food has flavor!
(No, I don’t consider “burnt” a real flavor!) And when you eat your
own “cooking,” please don’t bite the tongue. It’s in enough pain from
having to deal with your concoction, anyway!
Trait 3: VOICE
5 = STRONG
Shows control and skill in this trait . . . Many strengths present . . . Not perfect, but on its way
4 = EFFECTIVE
Strengths outweigh weaknesses in this trait . . . Minimal revision needed . . . Solid grade-level
performance
3 = DEVELOPING
Strengths and weaknesses are about equal for this trait . . . About “half-way home” . . . Minimal
grade-level performance
2 = EMERGING
Need for revision outweighs strengths for this trait . . . Isolated moments hint at what writer is
attempting . . . Below grade-level performance
1 = NOT YET
A bare beginning for this trait . . . Writer is not showing any control . . . Far below grade-level
performance
Trait 4: WORD CHOICE
•
•
•
•
•
•
•
•
•
Accurate and specific topic words
Words and phrases create pictures
Individual and effective natural language
Striking words and phrases
Lively and energetic verbs
Precise nouns and modifiers
Effective word and phrase placement
Everyday words used well
Standard American English used consistently
Trait 4: WORD CHOICE
Paper Title: The Field (Paragraph 1)
Grade: 9th
The warmth of the sun embraces the field like a mother
hugging her child. The wind gently sways the overgrown grass,
sending light kisses over my cheeks. I see at least five shades
of green, each blending perfectly into the next so no one calls
attention to itself. Speckles of tiny purple flowers adorn the
pasture. Who would have thought green and purple could
complement each other so? As my eyes roam this immense
field, they are greeted with an occasional buttercup, glowing and
vibrant as a young child, bringing life to an otherwise dull, subtle
pasture.
Trait 4: WORD CHOICE
5 = STRONG
Shows control and skill in this trait . . . Many strengths present . . . Not perfect, but on its way
4 = EFFECTIVE
Strengths outweigh weaknesses in this trait . . . Minimal revision needed . . . Solid grade-level
performance
3 = DEVELOPING
Strengths and weaknesses are about equal for this trait . . . About “half-way home” . . . Minimal
grade-level performance
2 = EMERGING
Need for revision outweighs strengths for this trait . . . Isolated moments hint at what writer is
attempting . . . Below grade-level performance
1 = NOT YET
A bare beginning for this trait . . . Writer is not showing any control . . . Far below grade-level
performance
Trait 5: SENTENCE FLUENCY
•
•
•
•
•
•
•
•
Easy flow, rhythm, and cadence
Well-built and strong sentences for easy reading
Sentences underscore and enhance meaning
Sentences vary in length and structure
Sentence fragments used appropriately
Natural dialog, if used
Purposeful and varied sentence beginnings
Creative and appropriate use of connectives
Trait 5: SENTENCE FLUENCY
Paper Title: The Field (Paragraph 2)
Grade: 9th
In the background, I hear a live concert. Birds
sing the melody to a song only they know,
accompanied by bees’ monotone humming. A white
butterfly dances happily above the pasture in pursuit
of the perfect flower. Finding one suitable, it lands
gracefully to partake of the sweetness behind the
flower’s brilliant colors. An occasional lady bug dots
the field.
Trait 5: SENTENCE FLUENCY
5 = STRONG
Shows control and skill in this trait . . . Many strengths present . . . Not perfect, but on its way
4 = EFFECTIVE
Strengths outweigh weaknesses in this trait . . . Minimal revision needed . . . Solid grade-level
performance
3 = DEVELOPING
Strengths and weaknesses are about equal for this trait . . . About “half-way home” . . . Minimal
grade-level performance
2 = EMERGING
Need for revision outweighs strengths for this trait . . . Isolated moments hint at what writer is
attempting . . . Below grade-level performance
1 = NOT YET
A bare beginning for this trait . . . Writer is not showing any control . . . Far below grade-level
performance
Trait 6: CONVENTIONS
•
•
•
•
•
•
•
Correct spelling
Correct choice of frequently confused homonyms
Accurate and creative punctuation
Consistent correct capitalization
Effective paragraphing
Correct grammar and word usage
Creative use of conventions to enhance meaning
Trait 6: CONVENTIONS
Paper Title: The Field (Paragraph 3)
Grade: 9th
Take in a deep breath, my friend. Be welcomed
by a smell too magical for words. Close your eyes.
Taste the sweetness of this quiet (yet annoyingly
loud), dull (yet amazingly vibrant), overlooked (yet so
richly enchanting), dead (yet buzzing with life) field.
Hold onto it; do not let it go. For all too soon, it will be
nothing more than a memory.
Trait 6: CONVENTIONS
5 = STRONG
Shows control and skill in this trait . . . Many strengths present . . . Not perfect, but on its way
4 = EFFECTIVE
Strengths outweigh weaknesses in this trait . . . Minimal revision needed . . . Solid grade-level
performance
3 = DEVELOPING
Strengths and weaknesses are about equal for this trait . . . About “half-way home” . . . Minimal
grade-level performance
2 = EMERGING
Need for revision outweighs strengths for this trait . . . Isolated moments hint at what writer is
attempting . . . Below grade-level performance
1 = NOT YET
A bare beginning for this trait . . . Writer is not showing any control . . . Far below grade-level
performance
+1: PRESENTATION
• Handwriting has consistent slant, clearly formed
letters, and uniform spacing
• Appropriate font and font size if word processed
• White space directs reader to text
• Proper use of title, side heads, page numbering,
and bullets
• Effective illustrations, charts, graphs, and tables
• Neat and readable
How Do 6+1 Help Us Teach
Students to Write Well?
#1: We focus on their STRENGTHS so they
know what they are doing well and can
keep on doing it well!
#2: We note their areas needing growth,
teach short lessons to help them learn
new skills, and have them practice on
their own writing.
How Do 6+1 Help Us Teach
Students to Write Well?
#1: We focus on their STRENGTHS so they
know what they are doing well and can
keep on doing it well!
What can we say are some STRENGTHS of
this piece of writing?
Focus on Strengths
A Christmas tree. It all starts out when a
farmer plants the seeds to make some trees.
About one year later it comes to that time of
year to where it is time to have that special tree
in your house. So that tree sees people come
and go, taking all the other trees around him
being cut down, roped, and taken home. The
Christmas tree is really sad, because he is the
last one left and nobody wants him, so he
doesn’t drink water from his roots for two days.
Focus on Strengths
Wait. A little boy comes to the tree and
says, “Wow! Mommy! Daddy! I want this one!”
So the parents come over to it and ask the boy,
“Are you sure you want this one?” And the
boys replies, “Yes! Yes! Please!” They find
the owner of the farm, ask him how much he
wants for the tree. He says, “You can have it
for free!” They put it in the back of their truck
and take it home.
Focus on Strengths
They get home and the boy helps his father
take the tree inside and set it up. When the tree
is finally in the place they want it in, the boy and
his mother start to decorate the tree. The tree
is so happy that he sticks his branches out as
far as he can and makes them as green as
could be. Finally about an hour later the tree is
finally finished.
Focus on Strengths
The boy tells his mom, “Okay, one more
thing.” The boy goes running into the kitchen
and comes out with what appears to be a glass
of water. The boy walks over to the tree, bends
down, and pours it into the vase holding the
tree’s trunk. The tree loves it. Then the boy’s
father lifts the boy up and the boy puts the star
on top of the tree. And that’s how the tree
made the best Christmas ever.
Focus on Strengths
IDEAS:
ORGANIZATION:
VOICE:
WORD CHOICE:
SENTENCE
FLUENCY:
CONVENTIONS:
(Presentation):
1
1
1
1
2
2
2
2
3
3
3
3
4
4
4
4
5
5
5
5
1
1
1
2
2
2
3
3
3
4
4
4
5
5
5
How Do 6+1 Help Us Teach
Students to Write Well?
#2:
We note areas needing growth,
teach short lessons to help them learn
new skills, and have them practice on
their own writing.
What can we say are some areas needing growth,
based on this piece of writing?
What skills does this student need to learn and
practice?
Areas Needing Improvement
A Christmas tree. It all starts out when a
farmer plants the seeds to make some trees.
About one year later it comes to that time of
year to where it is time to have that special tree
in your house. So that tree sees people come
and go, taking all the other trees around him
being cut down, roped, and taken home. The
Christmas tree is really sad, because he is the
last one left and nobody wants him, so he
doesn’t drink water from his roots for two days.
Areas Needing Improvement
Wait. A little boy comes to the tree and
says, “Wow! Mommy! Daddy! I want this one!”
So the parents come over to it and ask the boy,
“Are you sure you want this one?” And the
boys replies, “Yes! Yes! Please!” They find
the owner of the farm, ask him how much he
wants for the tree. He says, “You can have it
for free!” They put it in the back of their truck
and take it home.
Areas Needing Improvement
They get home and the boy helps his father
take the tree inside and set it up. When the tree
is finally in the place they want it in, the boy and
his mother start to decorate the tree. The tree
is so happy that he sticks his branches out as
far as he can and makes them as green as
could be. Finally about an hour later the tree is
finally finished.
Areas Needing Improvement
The boy tells his mom, “Okay, one more
thing.” The boy goes running into the kitchen
and comes out with what appears to be a glass
of water. The boy walks over to the tree, bends
down, and pours it into the vase holding the
tree’s trunk. The tree loves it. Then the boy’s
father lifts the boy up and the boy puts the star
on top of the tree. And that’s how the tree
made the best Christmas ever.
Areas Needing Improvement
IDEAS:
ORGANIZATION:
VOICE:
WORD CHOICE:
SENTENCE
FLUENCY:
CONVENTIONS:
(Presentation):
1
1
1
1
2
2
2
2
3
3
3
3
4
4
4
4
5
5
5
5
1
1
1
2
2
2
3
3
3
4
4
4
5
5
5
Skills to Teach/Practice
• Organization: Strong openings
• Organization: Pacing
• Voice: Express “personality”
• Word Choice: Avoiding repetition
• Word Choice: Specific, vivid words
• Sentence Fluency: Varied lengths
• Sentence Fluency: Varied styles
Teaching the Traits
Set up a filing system
 Collect lesson plans for each Trait
 Keep samples of writing for each Trait
 If one piece of writing demonstrates several Traits, make
several copies and file one in each folder
 Materials to use when teaching specific
aspects of a Trait
 Start looking at the world through ”6+1 eyes”
 Find/Make bad samples of my own writing
Teaching the Traits
Set up Writing Portfolios for each student
 After teaching a writing skill lesson, have students
select a piece of their own writing with which to
practice the new skill




Don’t start a totally new writing project
Draw from pre-written work
Assess informally by walking around and reading
Have students “flag” this revision with a Post-It note with
date and assignment name so you can find it easily in
their portfolio for formal assessment
 Worksheets are not practice; real writing is
practice!
Teaching the Traits
Proper student:teacher time ratios
 Student spends 30 minutes, I spend 1 minute
 If the student spent 5 minutes, I should not spend 20
minutes
Writing is thinking
 Quit telling, telling, telling
 Let them think
They won’t be mature writers for many years
 Mimic their errors back to them
 Let them fix their own errors
Teaching the Traits
• IDEAS
 Children’s Books
• Read aloud
• Brainstorm ideas
• Write & share aloud
 Writing Prompts (modify as needed!)
• http://www.canteach.ca/elementary/prompts.html
• http://www.creativewritingprompts.com/
• http://www.writingfix.com/dailypromptgenerator.htm
Teaching the Traits
• ORGANIZATION
 Sentence Strips:
•
•
•
•
Select a paragraph more than 3 sentences long
Type it up
Cut it up
Have students put it back together
 Students learn about text from text!
Teaching the Traits
• VOICE
 It is not the student’s voice; it is the student’s
ability to express personality in writing
• Define purpose
• Define audience
 Teacher is not an effective audience
 Students need a real audience they care about
 Alternate point-of-view writing
• A PoV other than Christ at crucifixion
• A unique PoV at Christmas
Teaching the Traits
• WORD CHOICE
 Select a rich segment from a good writer
(Leave them in suspense, and some will read the book!)
• Play audiobook (if possible) while reading copied
text
• Highlight the effective words
• Analyze: they’ll be specific NOUNS and VERBS
 Strong Word Choice creates Voice
Teaching the Traits
• SENTENCE FLUENCY
 It’s more than just sentence structure
• It’s about flow; there’s an auditory component
• College students are still struggling
 Read, Read, Read aloud to my students!
 Students need to hear their writing read aloud
• Have students read their own writing aloud, slowly
• Have students listen to a partner read their writing aloud
 Make a graph counting # of words in each sentence,
beginning words, types of sentences, etc.
• Strengths? Celebrate! “I am a writer who . . . “
• Weaknesses? Deal with one issue at a time!
Teaching the Traits
• CONVENTIONS
 No more insulting the teacher
• Stop enabling my students
 Dr. Phil approach: “How’s that working for you?”
• Post my expectations
 Refuse papers that demonstrate laziness
 Quit showing them their errors
 Expect them to find their own
 Standard English = access to power in America
• Conventions are not teachers imposing on students
• Conventions are teachers trying to help students express
themselves clearly
Teaching the Traits
• PRESENTATION
 Do not assume students know what you want
 Show students exactly what you expect
• Demonstrate and name the materials they’ll need
• Tell them where to purchase anything special
• Provide the basics
 Show students samples of unacceptable work
• Your lowest standard of acceptable work is set by
the worst piece of work you allow; be persnickity
• Return unacceptable work immediately
Teaching the Traits
Add Humor to Teaching the Traits
http://www.tallrite.com/LightRelief/churchbloopers.htm
"Ladies, don't forget the rummage sale. It's a chance to get rid of those
things not worth keeping around the house. Don't forget your
husbands.”
“Remember in prayer the many that are sick of our community. . . . Smile
at someone who is hard to love. . . . Say ‘hell’ to someone who doesn't
care much about you.”
“Don't let worry kill you off - let the Church help.”
“Attend and you will heal an excellent speaker and heave a healthy lunch.”
Teaching the Traits
“During the absence of our Pastor, we enjoyed the rare privilege of hearing
a good sermon when J.F. Stubbs supplied our pulpit.”
“A bean supper will be held on Tuesday evening in the church hall. Music
will follow.”
“At the evening service tonight, the sermon topic will be "What is Hell?"
Come early and listen to our choir practice.”
“This evening at 7 pm there will be a hymn sing in the park across from the
Church. Bring a blanket and come prepared to sin.”
.
“Please place your donation in the envelope along with the deceased
person you want remembered.”
Developing Writing Portfolios
DANGER: Students usually don’t value schoolassigned writing, and they often don’t value their
own writing, period.
Developing Writing Portfolios
DANGER: Students usually don’t value schoolassigned writing, and they often don’t value their
own writing, period.
CRIME: What do they often do with their schoolassigned writing?
Developing Writing Portfolios
DANGER: Students usually don’t value schoolassigned writing, and they often don’t value their
own writing, period.
CRIME: What do they often do with their schoolassigned writing? THROW IT ALL AWAY!
Developing Writing Portfolios
DANGER: Students usually don’t value schoolassigned writing, and they often don’t value their
own writing, period.
CRIME: What do they often do with their schoolassigned writing? THROW IT ALL AWAY!
PREVENTION: The teacher KEEPS all student
writing, all year long, and then passes it -- in an
organized manner -- along to the next teacher.
Goals of a Writing Portfolio
• Save all student writing from an early death
 Teacher keeps EVERYTHING
 Students may copy anything they want to take
Goals of a Writing Portfolio
• Chronicle the student’s writing journey
 EVERYTHING must be dated!
 Question/Assignment is helpful (but not necessary)
Goals of a Writing Portfolio
• Provide a goldmine of “diamonds in the rough”
 “I don’t know what to write about today!”
 “I don’t remember writing this -- it’s pretty good!”
Goals of a Writing Portfolio
• Preserved “polished gems”
 Store all revisions -- document the writing process
 Store all final drafts
Goals of a Writing Portfolio
• Model vital life skill: preserving valuable records
 Yes, their writing is a valuable record!
 Yes, they will have to organize and store papers for the
rest of their lives! (Bills, tax records, etc.)
Setting Up a Writing Portfolio
Funding the materials
 Give a specific list at registration and require
uniformity
 Purchase identical materials for everyone and charge
parents at registration for the exact cost
 Make do with what you’ve got
Setting Up a Writing Portfolio
Container:




Notebook
Expandable file
Portable file box (narrow)
Folder
Setting Up a Writing Portfolio
Dividers:
 Notebook
• Tabbed dividers
• Clear pocket dividers
 Expandable file
• File folders (colored if possible!)
 Portable file box (narrow)
• Hanging file folders (colored if possible!)
 Folder
• Paper clips, colored paper
Setting Up a Writing Portfolio
Labels for Dividers:
 Writing Process
(Pre-Writing, Rough Drafts, Revisions, Final Editing, Published)
 Assignment
(Quick Writes, Autobiographical Narrative, Persuasive Essay,
Comparison/Contrast Article, etc.)
 Simple
(Started, In Process, Done)
Starting Student Writing Portfolios
 Have all materials ready
 Decide on labels, colors, etc. ahead of time
 Walk students through the set-up process one step
at a time
 Create your own portfolio along with your students
 Be prepared for mistakes and frustrations
 Realize that for many students, this is their first time
setting up any kind of filing/organizational system
Maintaining Student Writing Portfolios
 Don’t randomly hand writing back to students
 Have volunteers/readers divide the writing by
student
 Return writing ONLY when the student has his/her
portfolio ready to receive it
 Schedule writing return days so it doesn’t stack up
 Allow time for students to enjoy re-reading their
writing and informally sharing with peers
Relinquishing Student Writing Portfolios
 For students staying at your school, pass them
along to the next teacher
 For students leaving your school, give them to
parents (beware of private writing) or to the
student if he/she promises to keep all writing
Resources
Recommended Books (all published by Scholastic)
6+1 Traits of Writing: The Complete Guide Grades 3 and Up by Ruth
Culham
6+1 Traits of Writing: The Complete Guide for the Primary Grades by
Ruth Culham
Using Picture Books to Teach Writing with the Traits by Ruth Culham
Writing to Prompts in the Trait-Based Classrom: Literature Responses by
Ruth Culham & Amanda Wheeler
Writing to Prompts in the Trait-Based Classroom: Content Areas by Ruth
Culham & Amanda Wheeler
40 Reproducible Forms for the Writing Traits Classroom by Ruth Culham
& Amanda Wheeler
Resources
Recommended Websites:
http://www.nwrel.org/assessment/department.php?d=1
This is the official NorthWest Regional Educational Laboratory web
site, where it all began! Lots of writing samples and lesson plans are
available here.
http://www.madison.k12.wi.us/tnl/langarts/sixtrtcrsmtrl.htm
This is an excellent reference site with a number of excellent .pdf
handouts
http://www.webenglishteacher.com/6traits.html
About a dozen ideas, lesson plans, handouts, etc.
http://www.writingfix.com/Traits.htm
An elaborate interactive site packed with ideas, plans, activities, you
name it!
Using the 6+1 Writing Traits
and
Developing Student Writing Portfolios
presented by
Cheri Lynn Gregory
www.InHisDelight.com
justcheri@aol.com