Each trait represents related skills that have a similar impact on the overall writing. Again, the Six Traits are just six words that organize writing instruction!

While the Six Traits of Writing are inherently present in state and national standards and in all curriculums, it can take a critical eye to parse out individual subskills and tie them to specific traits.

We have taken the time to do just that with the standards listed below. By using these documents as a guide, the process of intentionally tying instruction and assessment to the Six Traits is a lot easier.
 
 

What does the +1 refer to?

The additional writing trait addresses the presentation of the writing itself. In handwritten pieces, this is where penmanship comes in. In digital products, it includes the use of typography, color, graphics, images, proportions, margins, white space, etc. The trait of presentation deals with overall visual appeal and look of the product.

Why is it called 6 + 1 and not 7 Traits of Writing?
Although the reader values the final look of the product, presentation does not weigh equally to the Six Traits. The Six Traits identify the ingredients that impact the quality of the message. However, presentation doesn’t have the same impact on the message.

Oh, it's true, the reader appreciates neat and legible writing. But, no matter how beautiful the penmanship or visually appealing the layout is, it will not compensate for poor or weak content.

The opposite is true, as well. A piece with an unusual font choice or a slideshow with distracting colors may give the reader a poor first impression. However, this does not reflect a writer's ability. The content itself and the quality of that information are separate components.

Presentation differs from the other traits because it does not add to the quality of the message. Therefore, it is not considered to be the seventh trait.
 

PART 2 How to Teach the Six Traits

 
When you’re ready to integrate the traits into your writing instruction, the first challenge is to introduce the vocabulary. The power in the Six Traits is only achieved if teachers and students know them. Allocating instructional time for the Six-Traits roll-out is key to long-term success.
 

How do I introduce the Six Traits to students?

1. Be Intentional
Set aside 1-2 writing mini-lessons to introduce each trait—that's 6-12 days total.



Within these initial lessons, introduce the six terms quickly. We want students to see these six separate ingredients as facets of a complete and strong product. Although six days seems fast, students aren’t mastering the traits; your purpose is simply to establish a common language.

2. Be Consistent
Not only do you want to consider the pacing of your introduction but also the common thread. For example, if you use a mentor text to introduce the Trait of Ideas, use a mentor text to define each trait. If you use a song to introduce the first trait, you should use parallel songs to introduce all the other traits. A consistent or patterned approach to the introduction reminds students that the traits all work together.

3. Be Visual
Honor different learning styles. The more visual you can make your writing instruction, the more students you will reach. Consequently, introduce each trait verbally and visually with a purposeful graphic icon.

You can make your own icons, or you are welcome to download the Smekens Education Six-Traits Icons to get started right away. (TIP: When the entire school uses the same icons, students benefit from hearing the same trait language and seeing the same graphics from year to year.)  

How do I teach the traits?

It’s important to note that we aren’t teaching traiting; we are teaching writing.

Consequently, even though the first days are spent introducing the six "umbrella" ingredients, the rest of the year is dedicated to teaching individual "raindrop" skills that fall under each trait and are required by the standards.

The Six-Traits framework comes into play when teachers are intentional about tying each mini-lesson skill to the specific trait it falls under.

Identify Skills Per Trait
Trait of Ideas mini-lessons   Organize writing lessons by trait
Since every writing skill falls under one of the Six Traits, it makes the most sense to organize your lesson materials and resources by trait—not by writing unit.

• If you are looking to organize digital documents, then establish six folders on your computer—one per trait.
• If you prefer organizing paper-based resources, create an old-fashioned filing system with six folders or a set of six three-ring binders. (A few years ago, we developed Six-Traits mini-lesson labels to adhere to the outside of expandable hanging file folders. Use the list of skills printed on the label as a guide for collecting and organizing trait-based mini-lessons.)

Regardless of the organizational method you choose, house individual lesson plans, resources, and writing samples within their broader trait categories.

What is a Mini-Lesson?

Best-practice mini-lesson instruction always contains four essential steps.

STEP 1: Introduction
Announce the day’s target skill. Remember to keep the focus small. For example, rather than teaching different types of sentences, focus only on combining ideas into compound sentences. Within this introduction, identify which trait this skill impacts.

STEP 2: Instruction
Demonstrate how to execute the skill live and in front of the students. This requires more than just showing examples from mentor text. Plan to model using Think Alouds.

STEP 3: Interaction
If Step 2 is the “I do,” then Step 3 is the “We do.” During this part of the lesson, the whole class works together to apply the skill with the teacher providing support.

Although this interaction step includes student participation, it’s important not to lose control. Rather than calling on individuals during the mini-lesson, engage all students with opportunities to think through the skill. Use code phrases like “Turn & Talk” and “Back to Me” to let students know when to pool their thinking with a peer and when to return their attention to instruction.

STEP 4: Closure
After the “I do” (Step 2) and the “We do” (Step 3), it’s time for the “You do” (Step 4). Identify the specific writing-time task students will execute that has them experimenting with the target skill. While writing today, I’d like you to...

Integrate mentor text
Step 2 of a mini-lesson often includes revealing examples of the skill in action. Although workbooks and worksheets include examples, they are typically contrived and formulaic and lack the quality and sophistication of authentic sentences.

Mentor text reveals the skill within real-world writing.

• Consider sharing picture books with your students to demonstrate a specific trait. Even middle school and high school students enjoy picture books!
• Look for excerpts from chapter books and novels that exemplify a specific writing skill.
• Collect authentic text (e.g., newspaper articles, websites, cartoons, etc.) to show students that current trends in writing include the traits.
• Use student anchor papers to convey what "good" writing looks like for a specific assignment.

  Boost engagement with concrete triggers
Increase student engagement during a Six-Traits mini-lesson by incorporating a trigger. Not only do visual aids add a level of energy and excitement, but they also help students remember the purpose and function of specific writing skills.

When identifying a mini-lesson trigger, first consider the function of the writing skill. The key is to really understand the purpose the skill serves within writing. When do writers use the skill? Where do writers use the skill? What's the impact of the skill on the message? Then, with that knowledge, brainstorm an object in the real world that functions similarly.

For example, when teaching students to write about a narrow topic (or focused thesis statement), the goal is to show them how to go from a large, broad subject to something smaller, more finite. It's all about shrinking the topic.

Everyday items that get smaller are Russian stacking dolls, Tupperware, and nesting boxes. Reveal one of those objects within the lesson to demonstrate how a large subject can be narrowed down to a smaller, more focused topic.

Teach one skill across 3+ days
Students don't learn everything in a single 15-minute mini-lesson. Consequently, plan multiple mini-lessons to teach a specific skill. This requires slowing down instruction—and expectations. Provide opportunities for students to first recognize the skill in mentor text before expecting them to try it and apply it within their own writing.
 
With this slower approach, each day of a mini-lesson series serves a different instructional purpose.

• DAY 1: First, reveal excerpts of authentic text where the skill appears. Think Aloud about how the excerpt impacts the reader's comprehension. This is the concept of Notice & Name It. If students don't recognize the skill in action, then they can't apply it intentionally.


• DAY 2: The first mini-lesson focused on studying the skill as a reader. Day 2 transitions to Try It as a writer. Instruction must include the teacher modeling how to return to a previous draft and insert the skill in context. This will again require Thinking Aloud during the lesson. Students must hear how an expert discerns when, where, and how to incorporate the skill within his own writing.


• DAY 3: The third day of a mini-lesson series transitions to lifelong acquisition. Teach students how to incorporate the skill while composing a first draft (rather than as a revision technique as practiced the previous day). This kind of instinctive application demonstrates mastery.

Follow the Notice it/Name it, Try it, Apply it progression within a mini-lesson series on possessives.

PART 3 Trait-Based Feedback for Students

One of the most powerful aspects of the Six-Traits language is its application beyond instruction. Provide writers with clear feedback within formative assessments and daily conferences utilizing the same six ingredients. 

How do I use the Six Traits to offer feedback?

Engage in trait-based writing conferences
A conference is nothing more than a conversation. It doesn't have to be a formal 20-minute ordeal at a "conferencing table" in the corner of the room. In fact, execute fewer “product” conferences and more “process” conferences. This way you can help students when they are in the middle of the writing process instead of after they are "done."
 
The most vital pieces of a writer conference include offering a specific trait compliment (area of strength) and comment (area of weakness). The same "raindrop" writing skills taught within mini-lessons are referenced within these trait-based conferences.

For example, Jeremy, your word choice in this piece is fantastic! I love the words "bloated, alarmed and screeched." AWESOME verbs! Now, I am wondering about your sentence fluency. Most of your sentences are the same length. Consider inserting some compound sentences and then put your draft through the Slinky Test.

Recognize the traits in action
In order to label each compliment and comment with its broader trait "umbrella," you will need more than a poster on the wall. That's why many teachers rely on the Six-Traits Cheat Sheet during their writers' conferences. While students share their writing, you’ll be able to quickly glance at your cheat sheet to anchor your feedback with Six-Trait connections.
    

PART 4 Six-Traits Writing Rubrics

 
Build a kid-friendly Six-Traits writing rubric
Often teachers draft a rubric on their own and then "go over" it with the kids. However, with this approach, students have little ownership and may not understand some of the rubric language.

Consequently, create a writing rubric with your students. Since the criteria and language are generated by the students, this ensures that it’s a kid-friendly assessment tool. Furthermore, this method honors the education research.

Here's the process for building a Six-Traits rubric with students:

• HIGH: Work together to describe what each trait looks like within a "good" one.
• MIDDLE: Then, consider a "pretty good" piece—one not as strong as the HIGH but not LOW either. This MIDDLE level must include parallel criteria described in the HIGH level.
• LOW: Repeat this process describing the qualities and characteristics of a LOW-level product.

With three rubric levels described, stretch them out to represent Levels 1, 3, and 5. Then add Levels 2 and 4 in between.

Use the same rubric for every writing unit
While it's true that the writer's purpose and presentation may look very different among narrative, informative, persuasive, and argumentative units, they all possess the same basic ingredients of good writing—the Six Traits. Consequently, the core of any trait-based writing rubric will be applicable to all genres. 

Because of this umbrella effect, the same rubric can be applied to various genres without having to create a new one for each unit. However, this requires users to know how to tweak their interpretation of the rubric criteria according to the genre. For example, the criterion "ideas are well developed with supporting details" will have a different interpretation among narrative, informative, and argumentative writing.

Provide individualized feedback using the rubric
With a kid-friendly Six-Traits rubric, you can provide students with individualized feedback on their writing. But contrary to popular belief, providing precise feedback to student writers does not have to involve an all-encompassing critique with the red pen. 

After creating/updating the rubric with students, use this tool to do the majority of the work. Accompany each piece of student writing with a copy of the rubric.

• Instead of writing Add more detail or Fantastic verb choice in multiple places on the student's draft, simply highlight those criteria within the rubric.
• Next to the highlighted criteria, include specific words or paragraph numbers the comment pertains to.
• Using the annotated rubric, students apply your customized comments and compliments in revision.

This approach helps teachers transition from simply fixing writing to focus on building writers.

Use a Six-Traits writing rubric to assign grades
This same kid-friendly analytic Six-Traits rubric can be used to generate grades as well. However, it’s important to adhere to these three guiding principles:

1. NO ONE CAN FAIL ON THE RUBRIC. Students earn a failing grade if they do not attempt the assignment (i.e., do not turn it in). However, submitting a product must qualify them for at least a D-. If a weak attempt is valued the same as no attempt (i.e., failing), then many students stop trying. Therefore, the lowest score on the rubric, a Level 1, needs to be within a passing range (e.g., 60% or D-).
2. HONOR THOSE WHO GO BEYOND THE GOAL. Include at least one level that describes a product that knocks your socks off. Have an A level (Level 4), but then have an exceeding or A+ level (Level 5).
3. DON'T WEIGH TRAITS EQUALLY. Depending on the piece, different traits are emphasized. If students are only writing a first draft, then conventions would likely weigh less than the traits of ideas and organization. However, in poetry, word choice and sentence fluency might be valued more. Identify the traits you want to score and the point-value that coincides with where you spent your instructional time.

Regardless of which traits you are scoring and/or emphasizing, be sure to communicate this information to students before they write. Remember, they are trying to shoot at a target, so clearly define what it is.

Convert Six-Traits rubric scores to a grade 
When it comes time to convert a rubric score to a grade, avoid the temptation to simply add up the levels as if they are points. Rather, utilize the Smekens Six-Traits Rubric Calculator with any 5-point rubric of your choosing.

With this free interactive online tool:

1. Identify which traits you want to score. 
2. Determine the value you want to give each one.
3. Read a student's piece.
4. Click each individual trait score based on rubric criteria.
5. Click to calculate the earned grades, points, and percentage for your grade book.

  How are the Six Traits assessed on standardized tests?
For most standardized writing assessments, students earn a passing score for their strong execution of the traits of ideas and organization. This typically includes communicating relevant and well-developed information (with textual evidence) in a logical and coherent order all within a first draft. This is why we refer to the traits of ideas and organization as the "Trump" Traits.

Although many rubrics include criteria for word choice, sentence fluency, and/or voice, they are often labeled as "style." Although these traits are usually not essential to earn a passing score, these ingredients may bump their performance to the "exceeding" or "pass-plus" level.

Because the Six Traits are present in all good writing, it stands to reason that the rubrics for state and national writing exams are rooted in the same six ingredients—and they are!

However, it can take a critical eye to determine which criteria fall under which trait. We have taken the time to do just that with many standardized-test rubrics. To appreciate the emphasis on the traits of ideas and organization, note the amount of blue and green criteria within each of the downloadable rubrics listed below. 

• SAT Rubric
• ACT Writing Rubric
• Smarter Balanced Rubrics
• PARCC Rubrics
• Indiana ILEARN Rubrics
• Ohio ELA State Test Rubrics
• Kentucky K-PREP Rubrics
• Tennessee TNReady Rubrics (Grades 2-3, Grades 4-5)

 

 
 

PART 5 Research about the Six Traits of Writing

Where did the traits come from?

In the 1960s, a researcher named Paul Diederich asked a group of professionals to identify what makes writing effective. He received hundreds of responses, ranging from strong metaphors to correct semicolons. But no one can remember hundreds of things simultaneously, so Diederich grouped the responses and found they fell within six categories.

In 1984, literacy expert Vicki Spandel led a team who replicated Diederich’s study. In the end, Spandel, curriculum experts at the Northwest Regional Education Laboratory, and willing teachers from Missoula, Montana and Beaverton, Oregon all settled on the same six ingredients.

Since that time, the research has been formally conducted a third time. Using an even wider variety of writing genres, including digital and online writings, Education Northwest has proven that the same six ingredients are still the core of “good” writing.

The Six Traits of Writing model is now used in all 50 of the United States as well as multiple countries around the world.
Traits Writing: The Gold Standard of Writing Instruction and Assessment
Written by Lois Bridges, Ph.D.

An Investigation of the Impact of the 6 + 1 Trait Writing Model, December 2011
Conducted by: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance
 

PART 6 School-Wide Six-Traits Implementation

 

Six-Traits Professional Development

Professional Learning

Initial professional learning on the Six Traits should focus on building a shared understanding of not only the six words, but more importantly, what the traits look like in all genres and at each developmental level (i.e., pictorial writing in grades PK-1).

Chances are, teachers are already using the traits in one form or another. (Remember, the traits are inherent characteristics of good writing. Consequently, teachers are already targeting many of these individual writing skills. They just aren’t taking advantage of the power and prioritization that comes from grouping them by the six words.)

With this in mind, the first focus of professional learning is to identify what teachers already know about good writing and marry it with the Six-Traits framework. Teachers will be put at ease when they realize they don’t have to abandon all that they are already doing. 

After a baseline understanding has been established for teachers, the next step is to reveal strategies for introducing the trait language to students. It’s important for teachers to learn classroom-tested techniques. This includes how to use characters, picture books, graphic icons, songs, or a combination of these tools to launch an intentional introduction of the Six Traits. This sets the stage for a yearlong sequence of trait-based writing lessons tied to different modes and genres.

While professional learning can occur in many forms, the more frequent and firsthand learning teachers experience, the better the chances that the Six-Traits framework will be implemented building-wide. There are several ways to engage entire staffs with Six-Traits professional learning:

1. Get the ball rolling with a book study that examines the foundations of the Six-Traits framework. Great starter titles include Ruth Culham’s books, 6+1 Traits of Writing: Primary Grades, 6+1 Traits of Writing: Grades 3 and Up, and Traits of Writing: The Complete Guide for Middle School.




2. Schedule on-site, face-to-face professional development led by an expert Six-Traits practitioner.

   
   With on-site visits from a Six-Traits expert, staffs can participate in a full range of learning opportunities that span from introducing your whole staff to the Six Traits to mini-lesson modeling in classrooms.

   



3. Provide time during the school day or in the summer for every teacher to participate in Six-Traits workshops. With cost-effective online options like those available from Smekens Education’s webAcademy, the entire staff can use on-demand videos to learn innovative ways to launch and begin to implement the Six Traits.




4. After teachers have embedded the Six Traits into their writing lessons, assignments, and assessments, engage teams in instructional rounds. This activity allows educators to observe their colleagues deliver trait-based instruction and then collaborate afterward to offer feedback and encouragement.




5. Use PLC time to examine how the Six Traits are being implemented and how learning is ultimately being impacted. As learning gaps are identified throughout the school year, use professional learning tools such as Smekens Education’s webPD to provide teachers with innovative strategies to address specific writing weaknesses.




6. Offer teachers ongoing implementation support with an instructional coach. Whether turning to a highly-trained in-house staff member or leaning on an outside expert like Smekens Education’s Remote Coach, this type of sustained guidance will help teachers maximize success with the Six Traits.

   

PART 7 Six-Traits Tools and Resources

Because the Six Traits of Writing aren't a program or a new curriculum, you don't need to purchase specific products or canned materials in order to implement them. Any well-written writing curriculum naturally includes lessons to teach the skills that fall under each trait.

Granted, it’s one thing to know the six words, but it’s another challenge altogether to weave those traits into daily instruction. If you surf the internet, you’ll find hundreds of cute signs, graphic organizers, and downloadable templates that are tied to the traits.

But for a cohesive collection of free, innovative resources, the best place to start is the Smekens Education Idea Library. Here you’ll find Six-Traits lesson ideas, pictures, videos, whiteboard downloads, anchor papers, rubrics, graphic organizers, and more.

When you’re ready to invest in published resources, there are plenty of options. In my list of recommended Six-Traits mentor texts and professional books for grades K-2, 3-5, and 6-12, you’ll find great choices for budgets of every size.
 

But whether you are starting with nothing or your toolbox of resources is full to the brim, none of it matters if the Six Traits do not become part of your daily writing classroom. Remember, it starts with recognizing that all good writing contains ideas, organization, voice, word choice, sentence fluency, and conventions. These are the six ingredients that define, dissect, and describe “good” writing.


 

Continue learning with the Six-Traits online workshop This dynamic online workshop equips K-12 teachers with the knowledge and tools they need to start teaching the Six Traits of Writing right away. Whether you need to learn a lot about the Six Traits in a hurry or want a “refresher” workshop to get you back on track, this introductory training led by Kristina Smekens provides teachers with the confidence and resources they need to begin implementing the Six-Traits model. Click here to learn more.

 

Want to learn more?

Let's connect to see how Six-Traits professional learning can impact educators at your school.