The 6 Traits of Writing

Which Trait Do I Start With?

It is usually best to introduce the six traits sequentially, but this order of presentation isn't set in stone. If there is a particular trait you are comfortable with, start with that trait. In a face-to-face classroom with K-12 students, most teachers open with the trait of ideas. Since generating ideas is the first step of the writing process, it's a logical way to get started.

How Much Time Do I Spend on the 6 Traits?

Teachers could spend the entire year working with the writing process and the 6 traits and never exhaust the possibilities. They must adapt their planning to meet the realities of individual classrooms. That said:

• Schedule 2-4 weeks for each trait.
• Introduce one trait at a time.
• Introduce and teach all of the traits.
• Provide rubrics, 6-traits writing guides and checklists.

Resources:

• 6+1 TRAITSTM rubric (PDF)
• 6+1 Trait® Scoring Guide
• Student-Friendly Guide to Writing with Traits (NWREL)

Teach the Concept, then Apply It

Introduce the core concept of a trait separately from writing.

• What's the voice you see in a painting or hear in music?
• Can you recognize fluency in a dance?
• One more good example

A teacher might introduce organization by scattering desks all around the room. Students walk in and suddenly they're confused. There's no order! Once students experience the connection between chaos and organization, it's time to explain the concept of organization in writing.

A Basic Pattern for Introducing Each Trait

Hammer home the trait's criteria with many small, focused lessons, followed by a practice writing period.

• Compare strong and weak writing examples for each trait.
• Provide ample practice rewriting weak samples into strong samples.
• Have students score sample papers.

Consider using online databases of practice papers that provide expert feedback. Have students assess the samples for a single trait and then check expert feedback Students need to practice recognizing traits in anonymous samples many times before they are able to independently use the traits to revise their own writing.

After presenting traits mini-lesson, teachers should write with their students — this will demonstrate how important writing really is. Teachers should revise their weak pieces using a computer or overhead projector, using a think-aloud technique as they revise for a specific trait. This form of modeling is essential to any writing workshop.

Seize Teachable Moments

If a chance to understand another trait presents itself before it is formally introduced, seize the teachable moment! Quickly introduce the new trait in the context of the current trait .Don't miss an opportunity to show how finding the right idea fires up a writer's voice with confidence and enthusiasm. Say enough about a trait to be appropriate for the moment without getting lost in a tangent. Foreshadowing concepts and vocabulary creates a foundation for the traits concepts to come.

Use 6-Traits Posters

Plaster the walls with traits posters. Keep the concepts and criteria on the walls for ready reference, so that students can glance at the posters as they work. Constant coaching on the concepts, supported by bullet points on the criteria, helps everyone build understanding. Multiple graphics representations of big concepts are always a good idea.

Resources:

• Writing Process and Traits Poster (NWREL)
• Writing Process / 6-Traits / Web 2.0
• Six Traits of Writing Posters
• Six Traits Posters (Kim's Corner)
• Six Trait Posters (Reading Lady)

Plan to Teach and Re-Teach

Each time the concept of a new trait is introduced, refer to the previous trait, while mentioning the traits yet to come. Freely use the vocabulary of traits in your mini-lessons. Plan to teach and re-teach throughout the year. Combine mini-lessons with ample writing time focus on the trait. When using sample papers or practice databases from the web, focus on one trait at a time. Here's the practice pattern:

• Read the story.
• Write your traits score and a brief rationale for your thinking.
• Check your score against that of the experts.

Once the new trait is locked in, repeat the process for each trait students have already been taught. This can be done solo or in small groups. Understand the traits by scoring and discussing multiple samples works for both students and teachers.

Resources:

• 6+1 Trait® Writing - Scoring Practice
• O.P.E.N. Practice Scoring
• InterActive Six Trait Writing Process

Traits Allow for Meaningful Revision

The ultimate goal of writing instruction is for students to become assessors of their own writing. 6-Traits provides the vocabulary and the concepts teachers and students need to recognize the entry points for revision. Too often, students think revision is just a matter of fixing the sloppy copy. While conventions are important, there are five equally important traits to consider while revising during the writing process.

Save intense focus on conventions until the editing phase which happens just before the publishing stage of the writing process. Sadly, many young writers freeze when hit by negative feedback on conventions. Those who don't instantly suffer a case writer's cramp may go into a play-it-safe shell that destroys voice by limiting word choice to only those words the writer can safely spell. By postponing editing until later in the writing process, the writer has time to practice traits application during an extended respond and revise experience.

About the Author

Dennis O'Connor teaches at the University of Wisconsin-Stout, and has been an elementary and middle school teacher, as well as professional development trainer for 30 years. As a district Language Arts Coordinator, he organized teacher training in the writing process and Traits Writing Model. In addition to teaching and consulting, he maintains two invaluable websites:

• 6-Traits Resources
• 21st Century Information Fluency

Dennis O'Connor (2009)