2. The six traits model
To help a student’s development as a writer, focus
instruction on each area.
Writers should draw on their experience and prior
knowledge. The paper should be interesting and hold
the reader's attention all the way through. The piece
of writing should contain details that support the
Voice gives a sense of the writer's personality and style. Over time, a
teacher should get the sense of "this is Johnny's paper," because
Johnny's voice is different from other students. Voice conveys feelings
and emotions. The language should bring the topic to life for the reader.
The voice should be appropriate for the topic, purpose, and audience of
5. Sentence Fluency
Sentence fluency effects the readability of the paper.
Do the sentences flow from one to the next? The
writing should sound natural — the way someone
might talk. The sentences should have different
beginnings, not all starting with then. The paper
should have complete sentences, not fragments.
Organization is the structure of the paper. The paper
should follow a logical sequence. There should be an
inviting introduction that "hooks" the reader. The body
should give supporting details to the paper's topic. The
ending should tie everything together.
7. Word Choice
Word choice allows the reader to form a
mental picture as a result of the words used by
the writer. Thus, words should be illustrative
and powerful. The use of action verbs may be
used to show the reader what is happening.
The adjectives should be as descriptive as
possible. Unique phrases or words may catch
the reader's eye.
8. Writing Conventions
Conventions consists of spelling, punctuation, capitalization,
grammar, and paragraphing. Conventions enhance the readability of
the paper. Spelling, capitalization, and punctuation should be
checked, revised, and corrected as necessary throughout the
"draft"process. Paragraphing should reinforce organization. Use your
districts writing standards to determine the standards that your
students will be responsible for mastering over the course of the
school year (e.g. contractions, paragraphing, etc.). Some of these
concepts may not be appropriate for all grade levels.