Good Writing

There are Six Traits or qualities of good writing. The six traits represent a language that empowers students and teachers to communicate about qualities of writing – ideas, word choice, organization, fluency, voice, conventions and presentation ( a feature of writing, often added as the “+1” trait). The traits are NOT a writing curriculum but rather a language. We use the traits for assessment and as a shared vocabulary to describe what good writing looks like at every age, (Culham, 2006).

The Seven Traits of Quality Writing:

1. Ideas: Are the heart and soul of writing. They are the content of the piece of writing, the main theme together with the details that enrich and develop that theme.

2. Word Choice: Is the development of rich, colorful precise language that moves and enlightens the reader. Encourage students to explore a variety of ways to say the same thing. It is handy to have a thesaurus or dictionary in your classroom (at all levels) to model for students the many opportunities they have to use colorful, interesting words that help create a vivid picture in the readers mind.

3. Organization: Is the logical and sometimes intriguing pattern of the ideas. Model how good writers organize their thoughts to ensure that there is a strong introduction, logical sequence, smooth transitions and a conclusion.

4. Fluency: This is the flow and rhythm of the writing. This is what keeps your reader engaged. The writing contains well-constructed sentences that show how the writer’s ideas relate to the topic. Fluency is the rhythm and flow of language, the way in which the writing “plays” to the ear – not just the eye.

5. Voice: Builds a connection between the reader and the writer. It allows the reader to feel a part of the author or text. It is the heart and soul, the magic along with the feeling of the individual writer coming out in words.

6. Conventions: Conventions are the mechanical correctness of the piece, the grammar, spelling, punctuation, paragraphing and capitalization of the piece.

7. Presentation: Students showcase their work. It is not necessary that every piece of writing be published.

Eight Characteristics of a Good Thesis Statement

IS YOUR THESIS STATEMENT:

1. SPECIFIC?

Do not make your thesis statement so general that it doesn’t mean very much. Avoid ambiguous or vague words (e.g. “thing”) and sweeping claims (e.g. “there are many similarities and differences).

2. CLEAR?

You know what your thesis means, but will someone else? Try reading it to a friend and see whether he/she knows what you are getting at.

3. UNIFIED?

Do you list several points without showing their connection? A good thesis makes one strong point, not many unrelated ones.

4. BRIEF?

A thesis statement should be one or two sentences in length. If it is longer than that, you are trying to say too much. You do not have to list all your up-coming arguments in your thesis statement.

5. VISIBLE?

Is your thesis hidden away where your reader may not see it? Usually, but not always, your thesis will be at the beginning or end of your introductory paragraph.

6. ARGUMENTATIVE?

A thesis statement presents an argument; it does not restate the topic. You should make an assertion, which you then attempt to prove in the body of your essay. You can tell that your thesis is argumentative if it is debatable

–that is, if you can think of a counter-argument.

7. RELEVANT?

Is your thesis on topic? Does it accurately capture what you argue in your essay? If you revise the body of your essay, be certain your thesis still fits.

8. INTERESTING?

Will your reader want to read the rest of your essay? Do you make your argument sound important?

From: Memorial University of Newfoundland, Sir Wilfred Grenfell College Learning Center

Use the command terms to answer the questions below in COMPLETE SENTENCES:

1. Compare middle school to high school.

2. Contrast middle school to high school.

3. Describe how you got ready for school this morning.

4. Explain why Portage Northern is better than Portage Central.

5. Justify why a student should or should not go to the football game on a Friday night.

6. Analyze the typical school day.