6+1 Writing Traits
The 6+1 Writing Traits
About the 6+1 Traits
Application of the 6+1 Traits in our Classroom
6+1 Traits Rubic
Student Friendly 6+1 Traits Rubric
6+1 Traits Expository Rubric
Student Friendly 6+1 Traits Expository Rubric
Mesa Public Schools uses the 6+1 Writing Traits Model to guide the instruction and evaluation of writing. Mesa Public Schools has selected a 6-point rubric to use for assessing writing in accordance with the 6+1 Writing Traits Model. MPS rubrics are available in a student-friendly format with simplified langauge and alternative terms for use in with students in the classroom.
The 6+1 Writing Traits Model was developed by the Northwest Regional Educational Laboratory by analyzing thousands of pieces of writing from all grade levels and identifying the common qualitites and characteristics that could be used to define writing quality. This framework evolved into the 6 Traits Writing Model. The seventh trait, Presentation, is a more recent addition, an example of how the model continues to evolve.
Since its development in the 1980s, the 6+1 Traits Writing Model has become extremely popular, used throughout the United States and a wide variety of other countries. Part of the reason for the model's popularity is its flexibility. It is not necessary to grade a piece of writing on every trait, only those traits appropriate to the assignment. There are different rubrics available for assessment that are geared more specifically to certain writing applications or use different point scales. As an analytical model, the 6+1 Traits Writing Model does not dictate instruction, so there are a wide varity of instructional reources available for teachers to use to model the traits and guide instruction.
We will be exploring the 6+1 traits in a variety of different ways. To systematically explore each of the six primary traits we will be using the WriteTraits Student Notebook from Great Source. We will spend several weeks exploring each trait in depth, developing strategies to improve our use of the trait in our writing, and learning how to assess the quality of the trait usage in our writing while working through the revision process. In conjunction with the WriteTraits lessons we will also be engaging in a series of daily short writing exercises and larger writing projects lasting anywhere from one to three weeks. These larger writing projects will typically be cross-curricular activities that tie into our social studies or science lessons. We will also be exploring specific writing applications in conjunction with our Trophies series. These writing application activities will usually be developed seperately from our other writing activities, but will be approached and assessed through the lens of the 6+1 traits. All of these writing activities will involve using a rubric for both personal and peer assessment.
Students will be expected to engage in independent writing and both individual and peer revision. Many of our writing activities will include a public presentation and feedback component in which the entire class will view and critique writing samples. This is a particularly important part of developing young writers as students need to learn not only how to assess and discuss the quality of writing, but also to appropriately deliver and receive criticism. Finally, we will also engage in periodic, single-day, individual writing assessments for grading purposes that will be presented in a manner similar to that which students will encounter during the AIMS assessment.