6 Trait Writing
Presented by: Kelly Tsai
Graphic Organizer for Today’s Workshop
Topic
Effective
Writing
Programs
Strategies
N/A
Page
#
Notes/How can I use it?
2
N/A
Writer’s
Workshop
2
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Ideas/
Content
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Voice 
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Organization
Sentence
Fluency
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Word Choice
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Conventions
Grading the 6
Traits
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Writer’s Notebook
Get Focused!
Walk N Talk
Beginnings
Endings
Sequencing
Revision Techniques
4 Square Writing
The Story Cube
Real-life Writing
Student Scoring
Practice
Types of Titles
Reading Aloud
Transition Hide &
Seek
Self Evaluation
Wimpy Words &
Word Jail
Revising with ABC
Brainstorm
Descriptions Match
Game
No punctuation
Scavenger Hunt
MUGS
Checklist
MAP-Aligned
Scoring Guide
3
4
5
6
7
8
9
1
Characteristics of an Effective Writing Program
• ____________________________________________________________________
• ____________________________________________________________________
• ____________________________________________________________________
• ____________________________________________________________________
• ____________________________________________________________________
Writer’s Workshop Structure
Mini-Lessons
(5-15 Minutes as Needed)
•Procedural
•Writer’s Process
•Qualities of Good Writing
•Revising Skills
•Editing Skills
Status of the Class
(2 Minutes)
•Determine where the students are in the writing process &
what they will be working on that day. Distribute materials.
Individual Writing Time
(20-30 Minutes)
Steps:
1. Author reads his piece or a portion of a
long piece aloud to the class. Author asks
for specific feedback
2. Responders “tell back” the piece so the
author sees if he has told the story
correctly.
3. Responders ask questions about the
writing.
•Brainstorming/Rehearsing
•Drafting
•Revising
•Editing
•Conferencing
•Publishing
Author’s Share
(5-10 Minutes)
•Author’s Chair: Individual shares
•Cooperative Structures: All share
2
Ideas/Content
What is it?
•Writing is clear and focused
•It holds the reader’s attention
•Anecdotes & details enrich the central theme
•Narrow, manageable topic
•Writing from knowledge or experience
•Fresh, original thoughts
•Reader’s questions anticipated
Scientist
__________ ______________
and ______ before writing.
Strategies:
•Writer’s Notebook:
Students compile ideas for future writing projects. When the time comes to write,
students can refer to their notebooks to find inspirations for their writing. When students
have writer’s block in their writing, they can set it aside and use another idea from the
notebook to begin the drafting process.
•Get Focused!
•Walk N Talk:
Directions: Write your topic ideas in the box.
1. _______________________
2. _______________________
3. _______________________
4. _______________________
5. _______________________
6. _______________________
Directions: Walk around the room sharing ideas with classmates. Record those ideas
here.
1. _______________________
4. _______________________
2. _______________________
5. _______________________
3. _______________________
6. _______________________
3
Organization
What is it?
•Enhances & showcases the central idea or theme
•order, structure, or presentation of information is
compelling & moves the reader through the text
•inviting introductions
•satisfying or thoughtful conclusions
•smooth transitions
Hiking Guide
Follow your map.
__________ ______
______ _________ .
Strategies:
•Good Beginnings: Choose a “hook”: dialogue, thought, question, feeling, or sound
effect. Set purpose for action or writing (thesis) with 3 reasons or examples to be
explained in the body paragraphs.
Give students a short published story or essay with the lead removed. Ask them to
brainstorm possibilities , then work with a partner to draft at least five possible
leads that would work. Share as many out loud as possible. Wrap it up by
comparing their leads to the author’s original.
•Good Endings
Using the same technique as that above (in Good Beginnings), omit the author’s
original conclusion, then have students come up with conclusions of their own.
Compare their attempts to the original, then discuss characteristics of what makes a
good conclusion.
•Sequencing
Make copies of newspaper or magazine articles. Cut them into paragraphs and have
students move them like a puzzle to find the lead, the conclusion, and to order the
details. Discuss the clues they used to determine each part.
•Revision Techniques
Insert a new word, phrase, or line
allow the writer to connect with empty spaces on the page-in the margins or on
the back
~ asterisks
*good for inserting chunks
~ spider legs
staples strips of paper to the draft at appropriate parts
~ post-its
use post-its to add material
~ tapetape additions to text
~ cut & tape
insert new chunks or reorder
~ colors
certain sections as a way to organize order of the text
~ circle
circle what you’ll keep or what you’ll delete
~ carets
~ arrows
^
4
•Four Square Writing
4 + D
Abbreviated Version for Constructed Response Items/Paragraph Writing
What goes in each of the squares for a constructed response item?
___________ Detail #___:
___________ Detail #___:
______________ Detail:
______________ Detail:
•______________________
•______________________
_________ ______:
_____________ ____________:
___________ Detail #___:
______________ Detail:
___________________________
___________________________
•______________________ ___________________________
___________________________
4a
4 + D
Example
Constructed
Response
Prompt: Why was Ancient Rome important?
Major Detail: Government
Major Detail: Religion
Supporting Detail:
Supporting Detail:
•Republic = elected officials
•many gods & goddesses;
represent the people
Jupiter, Mercury
Central Idea: Ancient Rome was important to the world for many reasons.
Major Detail: Entertainment
Supporting Detail:
•gladiator competition,
chariot races
Summary Statement
•Ancient Rome impacted
the world because of its
government, religion, and
forms of entertainment.
Constructed Response Answer:
Ancient Rome was important to the world for many reasons. Rome
created the first republic, where elected officials represented the people. Their
religion revolved around worshiping many gods and goddesses, such as Jupiter
and Mercury. For entertainment, Romans enjoyed gladiator competitions and
chariot races. Ancient Rome impacted the world because of its government,
religion, and forms of entertainment.
4b
4 + D
___________________________ ___________________________
•__________________________ •__________________________
___________________________ ___________________________
•__________________________ ___________________________
___________________________
___________________________
4c
4 + D + T + V
Full Version for Performance Events/5-Paragraph Essays
___________ Words:
___________ Words:
___________ Detail # ____:
___________ Detail # ____:
____________________ Details:
____________________ Details:
___________________________
___________________________
•______________________*
•______________________*
___________________________
___________________________
•______________________*
•______________________*
___________________________
___________________________
•______________________*
•______________________*
_________________ __________:
___________ Words:
___________ Words:
___________ Detail # ____:
______________ _____________:
____________________ Details:
____________________________
___________________________ ____________________________
•______________________* ____________________________
___________________________ ____________________________
•______________________* ____________________________
___________________________ ____________________________
•______________________* ____________________________
* = _________________and/or ____________ language
4d
Using Transitions and Vivid Language
In a performance event or essay, it is important to use complex sentences with
______________ _________________ within and between paragraphs. Students
need to practice using transitions. Below are lists of transition words that can be used
in each square of the Four Square model.
One reason
First
For example
One example
To begin
To start
Third
Another reason
Another example
Also
As well as
Too
In addition
Additionally
Second
Another reason
Another example
Also
As well as
Too
In addition
Additionally
Finally
In short
As one can see
So you can see
Hence
Therefore
Obviously
Another requirement in good writing is the use of precise and vivid language. Too
often, our students are __________ and do not describe the contents of their answers
well enough for a grader to accurately determine their meaning.
______________ language includes using nouns instead of pronouns,
and specific examples instead of generalities.
______________ language uses words that give the reader a clear
mental image of what the writer is describing.
4e
Example
Expository
Essay
4 + D + T + V
Prompt: Explain how the water cycle works.
Transition words: First
Major idea: Evaporation &
Transpiration
Supporting details:
sun heats up water in rivers/lakes/ocean
& turns it into vapor or steam
transpiration-plants lose water out of
their leaves (like sweating)*
vapor or steam leaves the river, lake or
ocean & goes into the air
Transition words: Next
Major idea: Condensation &
Precipitation
Supporting details:
water vapor in air gets cold & changes
back into liquid (forming clouds)*
so much water has condensed--air
cannot hold it anymore
clouds get heavy & water falls back to
the earth (rain, hail, sleet, or snow)*
Central Idea: The water cycle is a complex process.
Transition words: The last step
Major idea: Collection
Supporting details:
water falls back to earth in oceans,
lakes, rivers, or ends up on land
on land, soaks into the earth (“ground
water” that plants & animals drink )*
on land, runs over the soil & collects in
the oceans, lakes, rivers (cycle starts all
over again)
Transition words: As one can see
Summary statement:
The water cycle is a complex process. It
includes evaporation and transpiration,
condensation and precipitation, and
collection.
ESSAY:
Water, water every where! The earth has a limited amount of water. That water keeps going around and around in
what we call the "Water Cycle.” The water cycle is a complex process that includes evaporation and transpiration,
condensation and precipitation, and collection. It is very interesting to study.
First, evaporation and transpiration take place. Evaporation is when the sun heats up water in rivers or lakes or the
ocean and turns it into vapor or steam. The water vapor or steam leaves the river, lake or ocean and goes into the air.
Transpiration is the process by which plants lose water out of their leaves. Transpiration gives evaporation a bit of a
hand in getting the water vapor back up into the air.
Next, condensation and precipitation occur. Water vapor in the air gets cold and changes back into liquid, forming
clouds. This is called condensation. Precipitation occurs when so much water has condensed that the air cannot hold it
anymore. The clouds get heavy and water falls back to the earth in the form of rain, hail, sleet or snow.
The last step in the cycle is collection. When water falls back to earth as precipitation, it may fall back in the
oceans, lakes or rivers or it may end up on land. When it ends up on land, it will either soak into the earth and become
part of the “ground water” that plants and animals use to drink or it may run over the soil and collect in the oceans,
lakes or rivers where the cycle starts all over again.
As one can see, the water cycle is a complex process. It includes evaporation and transpiration,
condensation and precipitation, and collection. Because of this process, we will always have water for survival.
4f
4 + D + T + V
_________________
_________________
__________________________
__________________________
___________________________
___________________________
•______________________*
•______________________*
___________________________
___________________________
•______________________*
•______________________*
___________________________
___________________________
•______________________*
•______________________*
_________________
__________________________
___________________________
•______________________*
___________________________
•______________________*
___________________________
•______________________*
_________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
* = precise and/or vivid language
4g
4 for Different Types of Writing
Expository (Explanation)
Narrative
Reason 1
___________
Reason 2
___________
________________
________________
________________
________________
•_______________
•_______________
•_______________
•_______________
•_______________
•_______________
•_______________
•_______________
•_______________
•_______________
•_______________
•_______________
Item(s) to be explained.
Before event
___________
During event
___________
5 Ws: Who, what, where, when, why?
Reason 3
___________
________________
________________
________________
________________
________________
•_______________
________________
•_______________
________________
•_______________
________________
•_______________
________________
•_______________
________________
Wrap-up
•_______________
________________
Wrap-up
Persuasive
Advantage 1
___________
Advantage 2
___________
After event
___________
________________
Compare/Contrast
1 way they’re
same
or different
___________
2nd way they’re
same or different
___________
________________
________________
________________
________________
•_______________
•_______________
•_______________
•_______________
•_______________
•_______________
•_______________
•_______________
•_______________
•_______________
•_______________
•_______________
Idea of which you want to convince the reader.
Two or more things to compare/contrast.
________________
________________
3rd way they’re
___________
same
or different
________________
•_______________
________________
•_______________
________________
•_______________
________________
•_______________
________________
•_______________
________________
Wrap-up
•_______________
________________
Wrap-up
Advantage 3
___________
________________
________________
________________
4h
Voice
What is it?
•Writer speaks directly to the reader in a way that
is individual, compelling, & engaging
•Knows audience & purpose
Teacher
•Appropriate tone
We __________ to the
•Can sense the writer behind the words
teacher’s “voice” a lot.
Strategies:
•The Story Cube:
Each student on the team rolls the cube until one student is selected as
scribe. The scribe records the student responses on a graphic organizer
(see next page). Each student in turn rolls the cube and gives a
complete, appropriate response to the part he/she rolls. If the student
rolls what has already been completed, she/he can roll again. Team
members rotate and roll until the graphic organizer is complete. The
scribe posts the graphic organizer at the writing table. Each student
composes her/his own story using information from the organizer and
adding her/his own details.
1
2
Scribe for
Prewriting
Solution
3
Setting
Characters
Setting
Title
4
5
Characters
Problem
6
Problem
Ending
Ending
Solution
•Real-life Writing:
Show students that by targeting a specific audience, their writing will
have stronger voice. Have students write letters of praise or complaint
to businesses, celebrities, sports figures, etc. Before sending them,
share them aloud to identify the voice. Then, discuss and compare the
voices of any responses the students receive.
5
•Student Scoring Practice :
Voice emerges when the writer…
~speaks directly to the reader on an emotional level
~experiments with style to match the purpose and audience
~takes risks by revealing the person behind the words
Directions: Read the samples below and score them
according to the scoring guide provided.
5a
5b
5c
•Types of Titles:
__________________ Title: gives the reader the most information & is
commonly used in expository writing, like a newspaper article.
Examples:
__________________ Title: tells the subject, but doesn’t give specific details-can create curiosity--many introduce the main character and/or highlight the
setting of the conflict.
Examples:
__________________ Title: leaves the reader guessing and is commonly used
for fiction; sometimes uses a pun.
Examples:
__________________ Title: words must be carefully chosen to have more
meaning than the reader first realizes.
Examples:
5d
Sentence Fluency
What is it?
•Writing has an easy flow, rhythm, & cadence
•Sentences are strong & have varied structure
•Clear sentences
•Creative & appropriate connectives
•Varied beginnings
Juggler
Keeps everything
__________ nicely.
Strategies:
•Reading Aloud:
Read to students every day, bring in samples of books on tape, and provide
opportunities for choral reading. In addition ask students to read their own
writing to each other as they revise and evaluate their work.
•Transition Hide & Seek:
Find a piece of writing that has good, strong transitional words and phrases.
Then, take them all out and have students reword the passage, building the
transitions back in. To complete this activity, students will have to think hard
about how the ideas really connect.
6
•Self Evaluation
6a
Word Choice
What is it?
•Precise, interesting, & natural
•Powerful & engaging
•Phrases create pictures
•Vivid verbs
•Specific nouns
•Literary devices
Police Officer
Send __________ _______
to _______ _______ .
Strategies:
•Wimpy Words & Word Jail
Directions: Circle the words that are “wimpy” and overused.
It was very hot this weekend. We were very, very hot, too, so we went
outdoors. We went in the sprinkler. The sprinkler was very cold. We got very wet.
The ice cream man went down our street, so we went out to meet him. Our ice
cream man I very kind. He waited while we went inside to get money. Our mom
was very mad because we went inside with wet feet, but she was forgiving and
gave us money for ice cream anyway. The ice cream was very, very, very
delicious!
Directions: Create an area of the room where you keep “illegal” words
(words that are overused or used incorrectly.) When students use these
words in their writing, they get a “ticket” (points off.)
7
•Revising with ABC Brainstorm:
Directions: Find new words to use for those that have been sent to word jail.
A _________________________
N _________________________
B _________________________
O _________________________
C _________________________
P _________________________
D _________________________
Q _________________________
E _________________________
R _________________________
F _________________________
S _________________________
G _________________________
T _________________________
H _________________________
U _________________________
I _________________________
V _________________________
J _________________________
W _________________________
K _________________________
X _________________________
L _________________________
Y _________________________
M _________________________
Z _________________________
•Descriptions Match Game
Collect scenic postcards, number them, and pass them out randomly to each
student. Ask students to not show their postcards to anyone. Have each student
write a vivid description of his card, not using any proper names. Collect the
descriptions and redistribute them so no one has his own. Display the cards
with numbers clearly visible. Then, let students try to match the description
they have to the card it is describing.
7a
Conventions
What is it?
•Grasp of standard writing conventions (spelling,
punctuation, capitalization, grammar, usage, paragraphing)
•uses conventions to enhance readability
Mechanic
Use your _______ to
____ _____ ___________.
Strategies:
•No punctuation:
Take a piece of writing and retype it without any punctuation. Give small
groups each a copy and ask them to add the appropriate punctuation.
Have each group share their version aloud indicating their punctuation
with pauses, emphasis, and expression. Compare each version and the
original text to see how punctuation can change the meaning and tone of
the writing.
•Scavenger Hunt: Students practice using reference books to check and
edit their writing.
Assemble a variety of resources such as dictionaries, style handbooks,
textbooks, etc. Then, give students a list of highly focused questions to
answer. For example, Are fragments ever acceptable? When should a
writer use a semicolon? What is another word for…? Have students hunt
for the answers, documenting their responses with text titles and page
numbers.
8
M.U.G.S.
•Mechanics
____ Did I end each sentence with the correct punctuation?
____ Did I use commas and semicolons correctly?
____ Did I capitalize all proper nouns?
____ Did I begin each sentence or direct quotation with a capital letter?
____ Did I use quotation marks to show the beginning and end of
another’s exact words?
•Usage
____ When I read my essay aloud, it made sense.
•Grammar
____ Do the subjects and verbs in my sentences agree?
____ Did I use complete sentences?
____ Did I indent the first line of each paragraph?
____ Did I use adjectives and adverbs correctly in comparisons?
____ Did I use any double negatives? If so, did I correct them?
•Spelling
____ Did I check the spelling of the names of people and places?
____ Did I use the correct form of words that sound alike but have
different spellings and meanings?
____ Did I check the spelling of words I am not sure of, especially
troublesome words like their and there?
8a
6 Trait Writing Checklist
9
High School MAP Scoring Guide Using the 6 Traits
5 P aragraph E ssay ScoringG uide
Advanced
Content & Ideas
Content & Ideas
Content & Ideas
Organization
Organization
Organization
Voice
Voice
Word Choice
Sentence Fluency
Conventions
Conventions
Proficient
Nearing Proficiency
Clearly demonstrates an
awareness of audience
and purpose.
Contains a strong
controlling idea.
Demonstrates an
awareness of audience
and purpose.
Contains a controlling
idea.
Demonstrates some
notion of audience and
purpose.
May contain a sense of
direction, but may lack
focus.
Clearly addresses the
topic and provides
convincing elaboration
through specific and
relevant details, reasons,
and examples.
Progresses in a logical
order.
Addresses the topic using
relevant details, reasons,
and examples.
Addresses the topic but
relies on generalities
(lists) rather than
specifics (development).
Generally progresses in a
logical order.
Has an effective
beginning middle, and
end.
Uses effective cohesive
devices (such as
transitions, repetition,
pronouns, parallel
structure) between and
within paragraphs.
Effectively uses literary
and stylistic techniques
(such as imagery, humor,
point of view, voice).
Reveals complexity,
freshness of thought, and
individual perspective.
Has a beginning, middle,
and end.
May contain a sense of
direction, but may lack
focus.
Has a beginning, middle,
and end.
Uses precise and vivid
language.
Contains sentences that
are clear and varied in
structure.
Uses paragraphing
effectively.
Contains few errors in
grammar/usage,
punctuation,
capitalization, and/or
spelling.
Progressing
Demonstrates little or
no awareness of
audience and purpose.
Does not progress in a
logical order, and may
digress to unrelated
topics.
May address the topic,
but lacks development.
Is difficult to follow
and lacks focus.
May lack evidence of
a beginning, middle,
and end.
Lacks cohesion.
Uses cohesive devices
between and within
paragraphs.
May not use cohesive
devices.
Uses literary and stylistic
techniques.
Attempts to use some
literary or stylistic
techniques
Shows little or no
evidence of literary or
stylistic techniques.
Reveals some
complexity, freshness of
thought, and individual
perspective.
Uses precise language.
May lack complexity,
freshness of thought, and
individual perspective.
Lacks complexity,
freshness of thought,
and individual
perspective.
Uses imprecise and
immature language.
Contains sentences
that lack variety and
clarity.
Contains sentences that
are clear and show some
variety in structure.
Uses paragraphing
correctly.
May contain errors in
grammar/usage,
punctuation,
capitalization, and/or
spelling that are not
distracting to the reader.
Uses general and/or
inconsistent language.
Contains sentences that
are generally clear but
may lack variety and
complexity.
Shows evidence of
paragraphing.
Contains errors in
grammar/usage,
punctuation,
capitalization, and/or
spelling that may be
distracting to the reader.
There is no evidence
of paragraphing.
Contains repeated
errors in
grammar/usage,
punctuation,
capitalization, and/or
spelling that are
distracting to the
reader.
Comments:
9a
References
Caulkins, L.M. The Art of Teaching Writing. Portsmouth, NH:
Heinemann. 1994.
Fletcher, Ralph. Craft Lessons: Teaching Writing K-8. Portland,
ME: Stenhouse Publishers. 1998.
Gould, Judith & Evan. Four Square Writing Method Grades 7-9.
Teaching and Learning Company: Carthage, IL. 1999.
Heskitt, Tracie. Using the Six Trait Writing Model. Westminster,
CA: Teacher Created Materials, Inc. 2001.
Hudson, D. Solving Writing Problems with Easy Mini-Lessons.
Cypress, CA: Creating Teaching Press, Inc. 1999.
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