Being a Writer's framework uses "descriptors of successful writing" to help teachers and students understand and assess effective writing writing."

The Being a Writer program has a dual focus of academic AND social/ethical learning. It is the only comprehensive writing curriculum endorsed by the National Writing Project.

Source: Lexami, P. Cooper

The 6+1 Traits assessment framework is based on the seven distinct characteristics of writing: ideas, organization, voice, word choice, sentence fluency, conventions, and presentation.

The framework provides teachers and students with a common language to discuss good writing and rubrics to assess the quality of writing.


Source: Lexami, P. Cooper

Ideas are the content of the piece and the details that support it.

What does this look like in writing?
1. Finding a topic
2. Focusing the topic
3. Developing the topic
4.Using details



Source: 6+1 Traits Training Resources

Organization is the thread of meaning; the logical pattern appropriate to the structure.

What does this look like in writing?
1. Creating the lead
2. Using sequence words and transition words
3. Structuring the body
4. Ending with a sense of resolution



Source: 6+1 Traits Training Resources

Voice is the tone and tenor of the writing that can only be achieved through a strong understanding of purpose and audience.

What does this look like in writing?
1. Establishing a tone
2. Conveying the purpose
3. Creating a connection to the audience
4.Taking risks to create voice


Source: 6+1 Traits Training Resources

Word choice is the vocabulary the writer uses to convey meaning and enlighten the reader. Think rich, colorful, and precise!

What does this look like in writing?
1. Applying strong verbs
2. Selecting striking words and phrases
3. Using specific and accurate words
4. Choosing words that deepen meaning


Source: 6+1 Traits Training Resources

Sentence Fluency is the structure of the sentences and the way words and phrases flow through the piece. Sentence fluency is the sound of word patterns – the way the writing plays to the ear, not just to the eye.

What does this look like in writing?
1. Crafting well-built sentences
2. Varying sentence types
3. Capturing smooth and rhythmic flow
4. Breaking the rules to create fluency


Source: 6+1 Traits Training Resources

Conventions represent the piece’s level of correctness – the extent to which the writer uses grammar and mechanics with precision

What does this look like in writing?
1. Checking spelling
2. Punctuating effectively and paragraphing accurately
3. Capitalizing correctly
4. Applying grammar and usage


Source: 6+1 Traits Training Resources

Presentation focuses on the form and layout – how pleasing the piece is to the eye.

What does this look like in writing?
1. Applying handwriting skills
2. Using word processing effectively
3. Making good use of white space
4. Refining text features



Source: 6+1 Traits Training Resources

Source: 6+1 Traits Training Resources

Prewriting—This step involves brainstorming, considering purpose and goals for writing, using graphic organizers to connect ideas, and designing a coherent structure for a writing piece.

For kindergarten students, scribbling and invented spelling are legitimate stages of writing development; the role of drawing as a prewriting tool becomes progressively less important as writers develop. Have young students engage in whole-class brainstorming to decide topics on which to write.

Drafting—Have students work independently at this stage.

Confer with students individually as they write, offering praise and suggestions while observing areas with which students might be struggling and which might warrant a separate conference time or mini lessons.

Revising and Editing—Show students how to revise specific aspects of their writing to make it more coherent and clear during mini-lessons.

You can model reading your own writing and do a think-aloud about how you could add more details and make it clearer. Teach students to reread their own work more than once as they think about whether it really conveys what they want to their reader.

Reading their work aloud to classmates and other adults helps them to understand what revisions are needed. Your ELLs will develop greater language proficiency as they collaborate with their peers when revising.

Publishing—Encourage students to publish their works in a variety of ways, such as a class book, bulletin board, letters to the editor, school newsletter, or website (www.biguniverse.com, www.smilebox.com).

Having an authentic audience beyond the classroom gives student writing more importance and helps students to see a direct connection between their lives and their literacy development.

With a partner, participants will align the writing process with the correct trait(s)
Materials needed: (Envelope containing 1 copy of the writing process cut into individual slips, 2 copies of the first five traits, (ideas, organization, voice, word choice, sentence fluency) cut into individual slips, and 1 copy of the last two traits, (conventions & presentation) cut into individual slips.
Click to reveal traits as you check their responses & discuss how the traits are related to the steps.
Prewriting: The writer relies on ideas, organization, and voice traits as he or she decides what to say.
Drafting: The writer uses word choice and sentence fluency traits to get his or her thoughts on paper.
Revising: The writer consults the five revision traits—ideas, organization, voice, word choice, and sentence fluency—as he or she reworks and refines the text to make it clear.
Editing: The conventions trait is applied to make the text readable.
Publishing: The writer uses the presentation trait to polish the final appearance of the text to make it visually appealing.


Source: 6+1 Traits Training Resources

Source: Lexami, P.Cooper

Source: Griggs Elementary Teachers