Six Traits of Writing Course Session 6
All classes are on Thursdays from 4:00-5:30
1
IFHS Room 240
October 12
2
Boardroom
October 19
3
4
Boardroom
October 26
Boardroom
November 2
5
IFHS Room 240
November 9
6 Boardroom
7 Boardroom
November 16
December 7
8 IFHS Room 240
December 14
 Introductions and Business: Credit,
Schedule, Die-cuts, Say-See-Do Teaching,
Cornell Notes
 The Writing Process & Writers’ Workshop
 The Six Traits: An Overview of traits and
rubrics
 Trait 1: Ideas
 Trait 1: Ideas
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Trait 2: Organization
Direct Assessments
Trait 2: Organization, cont.
Trait 3: Conventions
 Traits 4 & 5: Voice & Word Choice
 Traits 5 & 6: Word Choice &
Sentence Fluency
 Easing the Paper Load
 Assessment/Grading
Trait 4: Voice
Why?
o
Voice is what makes an essay come alive; it is “the heart and soul, the magic, the
wit…the feeling and conviction of the individual writer coming out through the words…”
Step 1
Explain
Say What is the trait of “voice?”
Model
Structured
Practice
Step 3
Different Voices
Teaching & Encouraging Voice
Model: Debate “Should the
School Year be Longer?”
Model: A text with great voice
(All Over but the Shoutin’ by Rick
Bragg)
Assign each person at your table
one of the following
perspectives:
 Teacher
 Student
 Custodian
 Parent
 Pool owner
 Pet
Respond to the debate using the
voice of one of these individuals.
Write / Discuss: What is voice?
With your group, brainstorm other
texts with great voice that you
could use with your students.
(“Honey, I Love,” “Maybe Dat’s
Youwr Pwoblem Too”
See Model: ASPCA letter.
Do
Step 2
List parts of the letter that have
voice. What is the purpose of this
voice? Do you believe this writer
has only one voice?
Select an essay packet from the
table. Each member of the small
group should read the same essay
and use a rubric (attached) to assess
the essay on a 4 point scale. Discuss
until group reaches consensus.
Trait 5: Word Choice
Why?
o
Whereas voice shows us the tone/mood of the writer, effective word choice draws out
the feelings, moods, and attitudes of the reader. Great word choice connects reader
and writer in shared understandings and experience.
Acquisition of Goal / Objective:
Step 1
Say What is the trait of
Step 3
Step 4
Step 5
What does it look
like?
Better Verbs &
Proper nouns
Figurative
Language /
Imagery (everyone
write a line of
poetry)
Getting rid of
deadwood
Model: “Can you
see it?” and “Word
Choice in
Context”
Model: Poetry
examples
Model: Overhead
transparency and
figurative
language
examples.
Highlight figurative
language types as
instructed.
Show poems with
and without
effective word
choice. (“Sharks”
and “To a
Daughter Leaving
Home”)
Create group
poem and read
quickly as a group.
Model: Less is
more! Sometimes
the best way to
improve word
choice is to start
crossing words and
phrases out and
replace them or
delete entirely.
Select a student
essay and shorten
by at least ten
words: either cross
out words that are
unnecessary or
replace phrases
with more concise
vocabulary.
Explain
“word choice?”
Step 2
See Model: “Don’t Use
Model
Big Words”
handout
Structured
Practice
Do
In bluebook, list
memorable
phrases / excellent
words
Response: Are “big
words” and
“effective word
choice”
synonymous?
Select an essay
packet from the
table. Each member
of the small group
should read the
same essay and use
a rubric (attached)
to assess the essay
on a 4 point scale.
Discuss until group
reaches consensus.
Highlight effective
words and phrases
from essay.