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03 Traits of Effective Writing

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All Write

Traits of Effective Writing Opening Page

Start-Up Activity

Share an engaging piece of writing with your students. Ask them what they like about it, and list their comments on the board. Their responses may be general—“It’s funny” or “It sounds good.”

Then read the introductory copy on page 15. Point out that learning about the traits will help your students comment more specifically about writing and understand what elements to consider as they develop their own writing. Also note that learning about the traits takes some of the mystery out writing.

The traits include strong ideas, logical organization, appealing voice, original word choice, effective sentence style, and accurate copy.

Think About It

“I tend to write as if I were looking through a movie camera.”

—Patricia MacLachlan

State Standards Covered in This Chapter

CCSS.ELA-LITERACY.W.6.4

CCSS.ELA-LITERACY.W.7.4

CCSS.ELA-LITERACY.W.8.4

LAFS Covered in This Chapter

LAFS.6.W.2.4

LAFS.7.W.2.4

LAFS.8.W.2.4

TEKS Covered in This Chapter

110.22.b.10.A

110.22.b.10.B

110.23.b.10.A

110.24.b.10.A

TEKS Covered in This Chapter

Page 016 from All Write

Traits of Effective Writing

This page identifies and explains each of the traits. Point out that the first three traits—ideas, organization, and voice—deal more specifically with the content and meaning of writing. The final three—word choice, sentence style, and accurate copy—deal more specifically with issues of style and accuracy.

After reviewing this page, ask students to make traits-based comments about the piece of writing they read earlier. Example traits-based comments: “The ideas about ______ were really surprising,” “The writing was easy to follow,” or “The writer sounds like a cool person.”

State Standard Reference:
LAFS Standard:
LAFS.6.W.2.4
TEKS Standard:
110.22.b.10.A, 110.22.b.10.B
NE ELA Standard:
LA 6.2.2

Related Resource Tags

Click to view a list of tags that tie into other resources on our site

Level:
Grade 6Grade 7Grade 8
Mode:
Writing Basics
21st Century Skills:
Writing
English Language Arts:
Qualities of WritingWriting

Page 017 from All Write

Writing Traits in Action: Strong Ideas

Ask students why strong ideas is the first trait in the list. Possible responses: “You can’t have a piece of writing without ideas.” “We read for the ideas.” Explain that strong ideas are the linchpin of quality writing, holding a piece of writing together. (Or as is stated on page 17, ideas are the “king of the traits.”) Point out that all of the other traits serve the ideas, making them clear, interesting, and accurate.

Read and discuss the example and discussion on page 17. Note the bulleted list at the bottom of the page, which demonstrates how the other traits facilitate the communication of the ideas.

State Standard Reference:
LAFS Standard:
LAFS.6.W.2.4
TEKS Standard:
110.22.b.10.A, 110.22.b.10.B
NE ELA Standard:
LA 6.2.2

Related Resource Tags

Click to view a list of tags that tie into other resources on our site

Level:
Grade 6Grade 7Grade 8
Mode:
Writing Basics
English Language Arts:
IdeasQualities of Writing

Page 018 from All Write

Logical Organization

Organization is closely linked to the ideas in that the ideas in a piece of writing are only as good as their arrangement. If ideas are presented in a helter-skelter fashion, they will confuse the reader. Whereas, ideas that are effectively arranged will inform the reader.

As you read and discuss this page, point out to students that effective writing can be organized in multiple ways. First, it must have three main parts: a beginning, middle, and ending. Second, the details in the middle part can be organized chronologically, logically, etc. Third, transitions such as first, otherwise, and therefore connect individual ideas.

Finish your discussion by comparing and contrasting the three-part structure of paragraphs and essays. 

State Standard Reference:
LAFS Standard:
LAFS.6.W.2.4
TEKS Standard:
110.22.b.10.A, 110.22.b.10.B
NE ELA Standard:
LA 6.2.2

Related Resource Tags

Click to view a list of tags that tie into other resources on our site

Level:
Grade 6Grade 7Grade 8
Mode:
Writing Basics
English Language Arts:
StructureQualities of Writing

Page 019 from All Write

Appealing Voice

Ask your students: Would you use the same type of words in a conversation with your classmates as you would in an email to the principal? (Of course they wouldn’t.) Then ask them, why not? (Most likely, they would speak with their classmates in a friendly way and with their principal in a more formal, serious way.) 

Note that the same type of decision-making is needed to develop an appealing writing voice. As a writing trait, voice deals with the way students say things in their writing. An appealing voice depends on the intended audience and purpose of the writing task. In the passage on page 19, the writer’s classmates are his intended audience, so he uses words that would connect with them.

Original Word Choice

Discuss how strong writing uses specific nouns (LeBron James instead of basketball player), active verbs (soars instead of jumps), and colorful modifiers (a game-winning shot rather than the last shot). As you review the second passage on page 19, discuss the writer’s word choice.

Note: Original word choice may be difficult for English Language Learners, so provide word lists of synonyms for basic words such as eat, run, sleep, woman, man, house, pretty, nice, bad, and so on. Also instruct students in the use of a thesaurus. (See page 317.)

 

Related Minilesson:
State Standard Reference:
LAFS Standard:
LAFS.6.W.2.4
TEKS Standard:
110.22.b.10.A, 110.22.b.10.B
NE ELA Standard:
LA 6.2.2

Related Resource Tags

Click to view a list of tags that tie into other resources on our site

Level:
Grade 6Grade 7Grade 8
Mode:
Writing Basics
English Language Arts:
Qualities of Writing

Page 020 from All Write

Effective Sentence Style

First and foremost, your students should strive to create sentences that are clear and correct. Once they have sentence correctness under control, then they can focus on their sentence style. To add style to their sentences, students can vary their sentence beginnings, length, and types. Review the first passage on page 20 for its sentence variety.

Accurate Copy

Strong writing is free of careless and confusing errors. Read and review the second passage on the page for accurate copy. Point out that students can use the checklist on page 54 to help them check their writing for clarity and correctness.

Related Minilesson:
State Standard Reference:
LAFS Standard:
LAFS.6.W.2.4
TEKS Standard:
110.22.b.10.A, 110.22.b.10.B
NE ELA Standard:
LA 6.2.2

Related Resource Tags

Click to view a list of tags that tie into other resources on our site

Level:
Grade 6Grade 7Grade 8
Mode:
Writing Basics
English Language Arts:
SentencesQualities of WritingConventions

Page 021 from All Write

Checklist for Effective Writing

Students can use this checklist to assess their writing for the traits. The first three traits are important throughout the writing process. The last three traits take on more importance during the final steps of the writing process.

Downloads:
State Standard Reference:
LAFS Standard:
LAFS.6.W.2.4
TEKS Standard:
110.22.b.10.A, 110.22.b.10.B
NE ELA Standard:
LA 6.2.2

Related Resource Tags

Click to view a list of tags that tie into other resources on our site

Level:
Grade 6Grade 7Grade 8
Mode:
Writing Basics
English Language Arts:
Qualities of Writing