6 Traits of Writing

Sentence Fluency

Sentence fluency is about the sound and rhythm of language. The way sentences are woven together affects tone, voice, clarity and meaning. A narratives (stories) may have a poetic, musical qualities, like drumbeats. A business / professional writing relies on short, direct, succinct sentences to relay a message efficiently. As with any of the traits, sentence fluency is context-sensitive--it varies with the type of writing being done, what the purpose is, and who the audience is.

Guide to letters

1. Natural: Sentences sound natural. They go together like someone talking, instead of writing
2. Read aloud: Reading aloud is easy
3. Beginnings: Sentences begin in different ways
4. Variety: Some sentences are short, others long; some have clauses, others have phrases
5. Complete: Sentences are complete: no run-ons, no fragments (see definitions below)
6. Dialogue: Dialogue (two characters talking) sounds natural if used

Rating of 5 (Strong):

The paper has an easy flow and rhythm. It is easy to read aloud. The writing sounds natural--the way someone might talk. The sentences have different beginnings, lengths, and structures.

1. The writing sounds natural; sentences flow from one to the other
2. Reading aloud is easy and effortless; you don’t even need to practice--just read it
3. Sentences begin in different ways and doing so adds interest to the writing
4. All sentences are full sentences; many use phrases and clauses
5. Sentences have variety: short & long, some start with the predicate, phrase, or clause
6. If used, dialogue is easy to read, easy to follow. Both are natural

Rating of 3 (Developing):

The text moves along efficiently, but lacks rhythm and grace. It may sound technical or mechanical instead of pleasant and musical.

1. The writing does sound natural, but not all sentences fit. Some seem awkward
2. Reading aloud can be done. Better would be to practice it once or twice
3. Too many sentences begin the same way, it is slightly distracting
4. Sentence length lacks variety; all are short or all are long or all follow the same pattern
5. Simple sentences are common; some are complex (good), others are fragments (bad)
6. If used, dialogue can be followed. Some lines are choppy or distracting or too brief

Rating of 1 (Beginning):

The paper is difficult to follow or read aloud. Most sentences are incomplete or run together.

1. Not all of the writing sounds natural; not all of the sentences lead into each other
2. Reading aloud is difficult. One would need to practice a few times
3. Just about every sentence begins the same way, it’s predictable and distracting
4. Sentence length and sentence style is nearly identical for every sentence
5. Many sentences are incomplete or need to be divided into two sentences
6. If used, dialogue is distracting, does not sound normal, can even be confusing

Run-on: Should be more than one sentence: The cat slept on the pillow the mouse snuck out.

Fragment: Needs more information to be a sentence: The cat sleeping on the pillow.

WORD CHOICE

Word choice is the careful selection of words that fit audience, topic, and purpose. Well-chosen words create vivid images. When used precisely, they clarify meaning and aid understanding. The words you choose influence the effectiveness of your writing. Word choice involves more than learning a lot of new words; it involves learning to use the words you already know.

Guide to letters

1. Clarity: The writing is clear, striking, original, and precise
2. Purpose and audience: The vocabulary is appropriate to the audience and purpose
3. Vocabulary: Words are lively and distinctive; unusual words are defined and explained
4. Balance: The overall writing is neither too inflated nor too simplistic
5. Verbs: Verbs precisely describe the action, giving it energy and vivid imagery
6. Modifiers: Modifiers are used with restraint and enhance meaning, voice, and imagery

Rating of 5 (Strong):

1. The writing is clear and original, and the words are used accurately
2. The writing is well suited to the audience and purpose
3. Words and phrases are dynamic; new or uncommon words are defined
4. The writing is mature, not beyond the reader’s skill and not below it either
5. Strong verbs give the writing life and motivate the reader to keep reading
6. Modifiers are reserved and only used when they enhance meaning

Rating of 3 (Developing):

1. The writing is clear in most cases but is occasionally vague or unclear
2. The language is acceptable to both the audience and the purpose of the writing
3. The vocabulary tries to sparkle and usually succeeds, some words and phrases seem flat
4. The writing is balanced, some words or phrases seem either too simple or inflated
5. Some strong verbs are present, more would help
6. Modifiers support meaning and imagery but occasionally add too much detail that distracts

Rating of 1 (Beginning):

1. The writing is occasionally unclear or vague, though the main idea still comes through
2. At times, the language seems inappropriate for audience and/or purpose
3. Flat language, jargon, slang, or clichés outweigh lively, distinctive moments; new or unusual words are not common or may not be clear from context
4. Inflated or overly simplistic language outweighs balanced writing
5. Readers need to hunt for strong verbs
6. Modifiers tend to be overdone; more restraint and/or precision is needed; or no modifiers exists and a few would help

Modifiers:

Bad use of modifiers: The half-empty 2% milk in the fridge, beside the OJ, below the eggs that we bought two days ago at the overcrowded, busy grocery store where we usually go (at least on Wednesdays--if mom remembers), near downtown is very rotten like something that really stinks.

Good use of modifiers: The milk is rotten. [Note, there are no modifiers.]

ORGANIZATION

Organization gives your ideas a direction to go, a purpose for being included, and momentum to all the writing. Organization guides a reader from one idea to the next. Readers can follow patterns. You create a pattern when you organize. You always need a good beginning, middle, and end. The start sparks interest; the conclusion wraps it up.

Guide to Letters

1. Introduction -- The start, first sentence or paragraph; informs the readers of what the writing is about
2. Support -- Big ideas and little ideas that work together. Small details support the big ideas
3. Pattern -- Ideas follow a pattern that makes sense
4. Transitions -- One idea connects to the next idea; these connections are called transitions
5. Conclusion -- The writing has a final paragraph that summarizes important items
6. Predictable -- Readers can predict the kind of information that will appear later

Rating of 5 (Strong)

The order makes sense and is easy to follow. The paper contains an effective lead and conclusion. The ideas are connected with transitions.

1. The paper contains an inviting lead that grabs the reader’s attention and offers knowledge
2. The main idea is supported by details that fit where they are placed
3. The order of the ideas makes sense and help readers understand the message
4. The ideas are connected to each other with transitions that are smooth
5. A conclusion wraps together all of the important information in a clear ending
6. Readers can predict what might come later because a clear pattern exists

Rating of 3 (Still working on it)

The paper moves from point to point without too much confusion. The paper contains a lead and a conclusion. Some ideas are connected with transitions that may be weak.

1. The paper does have a lead (beginning), but it is bland, we know the topic but why read it?
2. The writer has too much stuff on one topic and too little on other topics
3. The order of the ideas is hard to follow--too much jumping around
4. The transitions between ideas are unclear or do not seem to fit
5. The conclusion is weak or does not bring an ending to what is written
6. The organization is weak but does not get in the way of the main ideas

Rating of 1 (Just getting started)

The writing does not have a clear sense of direction. The ideas are put together with no connections. The lead and/or conclusion cannot be identified.

1. The paper does not have a lead, the writer simply starts describing stuff
2. The writer has mentioned some ideas but has written little or nothing about them
3. No recognizable pattern exists; the ideas seem to be a list of thoughts
4. No or few transitions exists; ideas / topics plop onto the page with no warning
5. No conclusion is written--the paper just ends
6. The writer seems to have used “random” as his / her pattern to follow

Guide to scoring

Start at the bottom. Go letter by letter. Start with A. Does the description at the bottom correctly describe what you read? If so, give it a 1. If not, move up to 3.

Ideas

Your ideas are the heart of your writing. Ordinary ideas turn into ordinary writing. Intriguing ideas turn into intriguing writing. Whatever you write, give it a fresh perspective. Use details to help readers see your topic in a new way.

Guide to letters

1. Summarize: How easy or difficult is it to summarize what you have read
2. Knowledge: Does the writer know or not know what he or she is writing about
3. Focus: Is the writing on one topic or does the writing ramble
4. Explanations: Are there details to help explain, is information supported with examples, do these details and support help or hurt?
5. Questions: Does the writer predict questions a reader may have, and answer those questions?

Rating of 5 (Strong)

1. The message is clear, focused, and concise. It would be easy to summarize.
2. The writer seems to have an in-depth understanding of or insight about the topic.
3. The main idea or storyline is easy to find and well-defined; it has a strong sense of direction.
4. The writer supports and expands the main idea or story with numerous carefully selected, beyond-the-obvious details, and (as needed) research from multiple sources.
5. The result is satisfying; it answers the reader’s questions thoroughly and well.

Rating of 3 (Developing)

1. The message makes sense. It can be summarized. It may need expanding—or condensing.
2. The writer seems generally comfortable with the topic.
3. The reader can easily find the main idea or storyline even if the writer does not state it.
4. The writing includes some interesting or unusual details—though support feels thin in spots.
5. The reader may have some questions, but on the whole, the writing covers the key issues.

Rating of 1 (Beginning)

1. The message is not clear throughout. Summarizing takes work. It is too skimpy—or too wordy
2. The writer sometimes knows what he / she is talking about and sometimes struggles.
3. The reader can make a guess about the main idea, thesis, or story.
4. Detail and support are present but sketchy, vague, or questionable. Some details are common knowledge—or just very general or repetitive.
5. The reader is left with more than one question.

One secret to scoring better in the trait of Ideas is to read your work from another person’s perspective. You know what you are saying, others do not. Can you predict what they will NOT be understand, NOT be familiar with, NOT know? Can you predict the questions they will have?. Good writers can. Good writers will include that information.

Word Choice Scoring Sheet

[Make a copy]

1. Clarity: The writing is clear, striking, original, and precise
2. Purpose and audience: The vocabulary is appropriate to the audience and purpose
3. Vocabulary: Words are lively and distinctive; unusual words are defined and explained
4. Balance: The overall writing is neither too inflated nor too simplistic
5. Verbs: Verbs precisely describe the action, giving it energy and vivid imagery
6. Modifiers: Modifiers are used with restraint and enhance meaning, voice, and imagery

Clarity My Score ___

Specific Examples of what was clear or unclear

Purpose and audience My Score ___

Specific examples of how this connects or disconnects to it’s purpose and audience

Vocabulary My Score ___

Which vocabulary words were good/bad

Balance My Score ___

Which lines, sections, clauses, phrases were too inflated or simplistic

Verbs My Score ___

Which verbs did or did not convey energy or imagery

Modifiers My Score ___

Which modifiers worked or did not work?

You must explain what the writing trait IDEAS means and then give examples that describe poor writing, publishable writing, and awesome writing.

Organization, Word Choice, Sentence Fluency, Ideas, Voice, Conventions, Presentation

Short Explanation

What is IDEAS? This writing trait describes the message / the big idea / the concept that your writing is trying to get across to the reader. It’s the reason that the writing exists. It’s the thing that you are trying to say. It’s the way that you explain that thing and the examples that you use.

Long Version

The Ideas are the main message, the content of the piece, the main theme, together with all the supporting details that enrich and develop that theme. The Ideas are strong when the message is clear, not garbled. The writer chooses details that are interesting, important, and informative– often the kinds of details the reader would not normally anticipate or predict. Successful writers do NOT "tell" readers things they already know; e.g., "It was a sunny day, and the sky was blue, the clouds were fluffy white …" Successful writers "show" readers that which is normally overlooked; writers seek out the extraordinary, the unusual, the unique, the bits and pieces of life that might otherwise be overlooked. The writing has one clearly stated thesis sentence that all other sentences relate to. Big ideas are explained. All explanations use evidence and examples. (The explanations demonstrate that the writer knows what he or she is writing about. The writer does NOT use general statements, does NOT make general comments that require NO insight or NO research, or NO explanation.) Readers can easily summarize the information after reading it once. The writer stays focused and does NOT ramble. The writer predicts questions that readers would probably have and answers those questions at the right moment in the writing.

The writing Trait of IDEAS is divided into these items: A. Thesis, B. Explanations, C. Knowledge of Topic, D. Ease of Summarizing, E. Stay Focused, F. Predict and Answer Readers’ Questions

Do this: Explain in your own words what each of these means:

A. Thesis

B. Explanations

C. Knowledge of Topic

D. Ease of Summarizing

E. Stay Focused

F. Predict and Answer Readers’ Questions

Do this: Now explain what those six categories would look like in writing that is poor, average, and awesome. Poor, just getting started (1 out of 5 points). Done, ready to print, ready to turn in, average (3 out of 5 points). Not just done, but awesome, outstanding, way above and beyond everyone else’s, way past the average (5 out of 5 points).

1. These are descriptions of a paper that is just getting started or of poor quality.

A. Thesis

B. Explanations

C. Knowledge of Topic

D. Ease of Summarizing

E. Stay Focused

F. Predict and Answer Readers’ Questions

3. These are descriptions of a paper that is done and ready to turn in, an average paper

A. Thesis

B. Explanations

C. Knowledge of Topic

D. Ease of Summarizing

E. Stay Focused

F. Predict and Answer Readers’ Questions

5. These are descriptions of a paper that is clearly excellent and above all the rest

A. Thesis

B. Explanations

C. Knowledge of Topic

D. Ease of Summarizing

E. Stay Focused

F. Predict and Answer Readers’ Questions