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03 Understanding the Traits of Writing

Page
017
from
Write on Course 20-20

Understanding the Traits of Writing Opening Page

Start-Up Activity

The traits give you and your students a common language to use when discussing the key features of writing. The more that you can expose students to the traits, the quicker the traits will become part of their core understanding of writing.  

Before you introduce the chapter, ask students to guess what traits produce quality writing. Or you could ask them what makes a piece of writing fun to read. Record their ideas on the board. Then read aloud the introduction. As you review the chapter, compare the traits of writing to the traits brainstormed by your class. How closely do they align?

Think About It

“Ideas are like doors. It might just be a door that gets you to another door. But it might lead you to a secret door that opens up to the green meadow outside the castle.”

—Tomie dePaola

State Standards Covered in This Chapter

CCSS.ELA-LITERACY.W.6.4

CCSS.ELA-LITERACY.W.7.4

CCSS.ELA-LITERACY.W.8.4

CCSS.ELA-LITERACY.L.6.1

CCSS.ELA-LITERACY.L.6.2

CCSS.ELA-LITERACY.L.6.3

CCSS.ELA-LITERACY.L.7.1

CCSS.ELA-LITERACY.L.7.2

CCSS.ELA-LITERACY.L.7.3

CCSS.ELA-LITERACY.L.8.1

CCSS.ELA-LITERACY.L.8.2

CCSS.ELA-LITERACY.L.8.3

LAFS Covered in This Chapter

LAFS.6.W.2.4

LAFS.7.W.2.4

LAFS.8.W.2.4

LAFS.6.L.1.1

LAFS.6.L.1.2

LAFS.6.L.2.3

LAFS.7.L.1.1

LAFS.7.L.1.2

LAFS.7.L.2.3

LAFS.8.L.1.1

LAFS.8.L.1.2

LAFS.8.L.2.3

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

110.22.b.1.C

110.22.b.10.D

110.23.b.1.C

110.23.b.10.D

110.24.b.1.C

110.24.b.10.D

TEKS Covered in This Chapter

Page 018 from Write on Course 20-20

Quick Guide: Traits

Carefully review the traits listed on page 18. Point out that ideas are listed first because they are the most important trait. A piece of writing will go nowhere if it doesn’t include strong ideas. Each additional trait—organization, voice, etc.—adds to or helps shape the effectiveness of the ideas. Conventions is listed last, not because it is the least important trait, but because correctness becomes important after all of the other traits have been addressed during the development of a piece of writing.

Note: Inform students that some experts also include design as one of the important writing traits.

Consider having students read a sample paragraph like the following. Then have them evaluate the quality of the writing based on each trait. (This sample has flaws.)

A Job I Liked

This will be a paper abowt a job I liked. when I was 11, I had a chance to help my uncle Vern over the summer He is a veterinarian. He mostly treats cats and dogs sometimes, he also treats horses and cows. He would often take me with him visiting farms. We would ride in his old pickup that sounded like it was falling apart and I would wonder if we’d make it home. We always did. Uncle Vern was a really good driver. What I loved abowt my job is how uncle Vern made me feel like a professional helper not just a kid in the way. He let me hold the animals when he gave them shots or stuff. He taught me how to talk in a soft, soothing voice so they would not be afraid. He wasn’t afraid, either. He taught me so much. He was the greatest.

 

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
21st Century Skills:
Writing
English Language Arts:
Traits of WritingWriting

Page 019 from Write on Course 20-20

The Traits in Action: Ideas and Organization

Review “Ideas” on page 19. Then share a text with students, perhaps one of the writing samples in Write on Course or on Thoughtful Learning’s Web site. Have students analyze the writing for ideas by having them answer these questions:

  • What is the topic?
  • What three supporting details most interested you?
  • What is the message or purpose of the writing?
  • Does the writing hold your attention?
  • What else would you like to know about the topic?

Next, review “Organization” on page 19. Have students analyze the same text for organization by having them answer these questions:

  • Does the text have beginning, middle, and ending parts?
  • Which part do you like best and why?
  • What transitions or linking words are used to connect ideas?
  • Are the ideas easy to follow?
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
21st Century Skills:
Writing
English Language Arts:
Traits of WritingIdeasLogical OrganizationStrong Ideas

Page 020 from Write on Course 20-20

Voice and Word Choice

Read and discuss “Voice” on page 20. Then share with students passages like the following ones. For each passage, ask students if the writer speaks in an interesting and/or sincere way and if he or she sounds truly interested in the topic.

  • After that, I was underwater in a silent world, all alone. It was great. But my air was running out and I had to surface. I gave out a kick with my left leg; then two or three more, and I surfaced. I dog-paddled to the side of the pool, paused, then lifted myself to the side, I was exhausted. (Effective voice)
  • We were walking home. I looked up and the moon was out. There were some stars, too. We walked a long time. Some dogs barked. We got home after awhile. There was a good show on. (Lacking voice)

Then read and discuss “Word Choice.” Have students select a piece of writing they are working on or one they have completed. (Or you could have them complete a 5-minute freewriting exercise.) Instruct them to circle any “be” verbs (is, are, was, were, etc.) and any bland adjectives (good, nice, big, etc.). Next, have them replace some of the “be” verbs with some more interesting action verbs and some of the bland adjectives with more specific ones.

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
21st Century Skills:
Writing
English Language Arts:
Traits of WritingEffective VoicePrecise Words

Page 021 from Write on Course 20-20

Sentence Fluency and Conventions

Read and discuss “Sentence Fluency” on page 21. Then have students rewrite the following passages so that the sentences are more fluent. (This will necessitate some sentence combining.)

  1. Turtles are a type of reptile. They are the oldest type of reptile on earth. They have been around for about 200 million years. They now live on every continent except Antarctica. Some live in water. Others live on land.
  2. Turtles have a shell. The shell has two parts. The upper part is called the “carapace.” The lower part is called the “plastron.” Some turtles have hard shells. Other turtles have leathery shells. Turtles cannot leave their shells. Their ribs are fused to their shells.

Then read and discuss “Conventions.” Remind students that checking for conventions should be the focus of their attention after they have fully addressed the other traits. Consider having students correct the convention errors in the text “A Job I l-Liked.” 

Downloads:
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
21st Century Skills:
Writing
English Language Arts:
Traits of WritingFluid SentencesConventions

Page 022 from Write on Course 20-20

Connecting the Process and the Traits

Carefully review the chart on this page, which shows students what traits they should focus on during each step in the writing process. As a review of the chapter, consider the following activity:

Select one narrative, essay, or story in the handbook for students to analyze. Next, have students list the six traits on a sheet of paper, leaving three or four lines between each trait. Then have them write down one or two comments (positive or negative) for each trait. (Students should use page 18 or 22 as a guide.) Ask for volunteers to share their analysis with the class.  

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
21st Century Skills:
Writing
English Language Arts:
Traits of WritingStrong IdeasLogical OrganizationEffective VoicePrecise WordsFluid SentencesCorrect Conventions