The

Ultimate Guide
to the

Six Traits
of Writing
Kristina Smekens
President & Lead Consultant
Smekens Education

© 2021 Smekens Education Solutions, Inc. 1

 h Table of Contents
3 PART 1: Get Acquainted with the Six Traits

7 PART 2: Get Started with the Six Traits

9 PART 3: Spiral through Trait-Based Lessons in Writing Units

14 PART 4: Provide Trait-Based Feedback

16 PART 5: Build Six-Traits Writing Rubrics

19 PART 6: Understand the Research Behind the Six Traits

20 PART 7: Implement the Six Traits School-Wide

22 PART 8: Acquire Six-Traits Tools & Resources

2 © 2021 Smekens Education Solutions, Inc.

 PART 1
Get Acquainted with the Six Traits

What are the 6 Traits?

The Six Traits of Writing are rooted in more than 50 years of research. This research
reveals that all “good” writing has six key ingredients—ideas, organization, voice,
word choice, sentence fluency, and conventions.

These key components provide teachers and students with a common understanding
for how to compose, revise, and assess all types of writing. They are inherent in well-
written essays, reports, blogs, poems, videos, and other genres.

All six traits should be taught throughout grades K-12. They are evident within the
products of our youngest writers through pictures, labels, lists, etc. In the upper
grades, the traits can be found in all types of writing that occurs in English-language
arts but also in every other content area. When teachers utilize the Six-Traits language
across the K-12 spectrum, it continuously reinforces a common understanding of what
“good” writing is.

While many elementary educators have been tempted to divide the traits by
grade level and teach only one trait per grade (e.g., First Grade: Ideas, Second Grade:
Voice, etc.), it’s important to bundle all six traits together so that each trait can be
reinforced at every grade level. What changes at each grade is not the traits that are
taught but the complexity of the skills and the standards by which they are assessed.

As students master skills within each trait, introduce new skills such as point of view,
theme, imagery, simile, metaphor, personification, satire, hyperbole, etc.
Even high school juniors and seniors can work toward mastery with new skills in
each trait.

“Trait-based writing provides a common vocabulary

for talking about writing.” – Ruth Culham
It’s important to recognize the Six Traits are not a program. They are simply six words,
six characteristics, six ingredients inherent in strong writing. Therefore, this vocabulary
integrates easily into any writing curriculum.

Let’s take a quick look at each of the writing traits.

© 2021 Smekens Education Solutions, Inc. 3

 Trait of Ideas Trait of Organization
Develop a single topic to convey a clear message. Reveal ideas in a logical order, including a
beginning, middle, and end.

Trait of Voice Trait of Word Choice

Increase reader engagement with intentional writer Use the right word in the right place to convey just
feeling, attitude, and emotion. the right meaning

Trait of Sentence Fluency Trait of Conventions

Improve the readability of a piece with complete Make writing more correct by following the rules of
thoughts and sentence variety. spelling, punctuation, capitalization, and grammar.

4 © 2021 Smekens Education Solutions, Inc.

 Do the traits align with the standards?
Integrating the Six Traits into your writing instruction is not an either-or decision. It’s
NOT that you either teach the standards or the Six-Traits model. Rather, the power is in
marrying the state standards with the trait language.

Whether your state follows the Common Core or its own set of academic standards,
the expectations for achievement in writing are steeped in the Six Traits.

Within the college and career-ready writing standards are dozens of individual skills.

Think of each skill in the Trait of Ideas as an individual raindrop.

As the school year progresses, dozens of skills within the Trait of Ideas are introduced,
making it nearly impossible for anyone to remember them all.

The power in the traits is that they offer a means of collectively grouping many skills
together under one umbrella name. (All of the raindrop skills above fall under the Trait
of Ideas.)

Each trait represents related skills that have a similar impact on the overall writing.
Again, the Six Traits are simply six categories that organize writing instruction!

© 2021 Smekens Education Solutions, Inc. 5

 While the Six Traits of Writing are inherently present in state and national standards and in
all curriculums, it can take a critical eye to parse out individual subskills and tie them to
specific traits.
We have taken the time to do just that with the standards listed below. By using these
documents as a guide, the process of intentionally tying instruction and assessment to the Six
Traits is a lot easier.

State Standards Organized by the Six Traits

h Common Core State Standards
h California Common Core K-5 Standards
h Indiana Academic Standards
h Kentucky K-8 Language Arts Standards
h Massachusetts K-12 Language Arts Standards
h Ohio K-12 Learning Standards
h Tennessee K-12 Writing Standards
h Texas TEKS K-8 Writing Standards
h Wisconsin State K-8 Standards

Is “Presentation” the seventh writing trait?

The additional writing trait (6+1) addresses the presentation of the writing itself. In written pieces, this
includes handwriting, penmanship, writing on a line, letter formation, and overall legibility. In digital
products, it includes the use of typography, color, graphics, images, proportions, margins, white
space, etc.
The trait of presentation deals with the overall visual appeal and look of the product.

Why is it called 6 + 1 and not 7 Traits of Writing?

Although the reader values the final look of the product, presentation does not weigh equally to the
Six Traits. The Six Traits identify the ingredients that impact the quality of the message. However,
presentation doesn’t have the same impact on the message.
Oh, it’s true, the reader appreciates neat and legible writing. But, no matter how beautiful the
penmanship or visually appealing the layout is, it will not compensate for poor or weak content.
The opposite is true, as well. A piece with an unusual font choice or a slideshow with distracting
colors may give the reader a poor first impression. However, this does not reflect a writer’s ability.
The content itself and the quality of that information are separate components.
Presentation differs from the other traits because it does not add to the quality of the message.
Therefore, it is not considered to be the seventh trait.

6 © 2021 Smekens Education Solutions, Inc.

 PART 2
Get Started with the Six Traits
When you’re ready to integrate the traits into your writing instruction, the first challenge is to
introduce the vocabulary. The power in the Six Traits is only achieved if teachers and students know
them. Allocating instructional time for the Six-Traits roll-out is key to long-term success.

How do I introduce the Six Traits to students?

1. Be Intentional
Set aside 1-2 writing mini-lessons to introduce each trait—that’s 6-12 days total.

Day 1 Day 2 Day 3 Day 4 Day 5 Day 6

Introduce Introduce Introduce Introduce Introduce Introduce

Ideas Organization Voice Word Choice Sentence Conventions
Fluency
Within these initial lessons, introduce the six terms quickly. We want students to see these six
separate ingredients as facets of a complete and strong product. Although six days seems fast,
students aren’t mastering the traits; your purpose is simply to establish a common language.

2. Be Consistent
Not only do you want to consider the pacing of your introduction but also the common thread. For
example, if you use a mentor text to introduce the Trait of Ideas, use a mentor text to define each
trait. If you use a song to introduce the first trait, you should use parallel songs to introduce all the
other traits. A consistent or patterned approach to the introduction reminds students that the traits
all work together.

3. Be Visual
Honor different learning styles. The more visual you can make your writing instruction, the more
students you will reach. Consequently, introduce each trait verbally and visually with a purposeful
graphic icon.
You can make your own icons, or you are welcome to download the Smekens Education Six-Traits
Icons to get started right away. (TIP: When the entire school uses the same icons, students benefit
from hearing the same trait language and seeing the same graphics from year to year.)
Use the 6-Traits icons to build a yearlong bulletin board to keep the skills you teach in front of your
students. You can create a yearlong bulletin board for your classroom or make a digital one. Both
can keep growing throughout the year as you teach trait-based writing skills every day.

© 2021 Smekens Education Solutions, Inc. 7

 How do you teach the Six Traits of Writing?
It’s important to note that we aren’t teaching traiting; we are teaching writing skills. You are simply
organizing and tagging the skills by the traits.
Consequently, even though the first days are spent introducing the six “umbrella” ingredients, the
rest of the year is dedicated to teaching individual “raindrop” skills that fall under each trait and are
required by the standards.
The Six-Traits framework comes into play when teachers are intentional about tying each mini-
lesson skill to the specific trait it falls under.

What to teach after introducing the Six Traits

An intentional, explicit introduction to the Six Traits of Writing should be part of the annual start-up
to any writer’s workshop. Regardless if students know a lot or a little about these six ingredients to
good writing, this establishes common language among the community of writers.
With procedures in place, writer stamina built, and trait language introduced, now teachers
transition into writing units. Whether you organize units into six to nine-week “mother lodes” or
break your instruction into mini-units, the secret is to teach students the different purposes and
structures of the different genres.
Argumentative, persuasive, informative, and narrative writing all include the same six traits—but
they each require different subskills. Remember, your yearlong writing instruction is not focused
on “teaching the traits” but instead on teaching small skills within mini-lessons. The traits simply
provide a way to organize those skills into logical, research-based categories.
For example, each unit relies heavily on the trait of organization. But the unique purpose and
function of the beginning, middle, and end will vary—thus your lessons should be different.
• Organization in persuasive/argumentative writing includes a What & Why structure. The
introduction identifies the topic or issue and the writer’s opinion, claim, or stance on it. The
middle paragraphs then develop the reasons and evidence to explain why.
• Organization in how-to informative writing includes a chronological structure. The
introduction identifies the topic or concept, and the body describes the individual steps to
achieve it. (NOTE: There are many other genres and text structures for informative writing. This
is just a single example.)
• Organization in narrative writing includes a Who, What, & How structure. The beginning
introduces the character (i.e., who), the middle reveals the problem (i.e., what), and the end
explains how it was resolved.
Here is a more thorough list of unit-specific writing skills organized by the traits.
For primary and ELL teachers, the Six Traits should serve as a foundation as students progress
through the developmental stages of writing. The traits are evident in pictorial writing, labeling,
listing, and sentence writing. So each writing unit—regardless of the developmental stage—should
still include trait-based lessons—but again, the skills would be vastly different.

8 © 2021 Smekens Education Solutions, Inc.

 PART 3
Spiral through Trait Lessons in Writing Units

Regardless of the grade level, when teaching writing, you must decide which trait-based skills you
want to target per unit and then identify the lessons that will best support your instruction.

Skills to Teach in a 6-Traits Mini-Lesson

Trait of Ideas mini-lessons Trait of Organization mini-lessons

• Knowledgeable writing topics
• Writing for a purpose
• Narrow topic
• Details, development, & elaboration
• Supporting ideas with examples
• Develop plot, characters, setting
• Pre-writing & planning
• Beginning, middle, and end
• Like ideas clumped together
• Hook and ending components
• Clear transitions
• Sequential ideas

Trait of Voice mini-lessons Trait of Word Choice mini-lessons

• Writing to an audience
• Reader-writer connection
• Writer’s feelings about the topic
• Voice expressed with type (NO, !!!, yuck)
• Shifting attitudes within a piece
• Perspective
• Specific nouns (right word, right spot)
• Adjectives (descriptions, 5 senses)
• Action verbs
• Imagery (show, don’t tell)
• Synonyms (varied word choice)
• Adverbs

Trait of Sentence Fluency

mini-lessons Trait of Conventions mini-lessons
• Complete thoughts; complete sentences • Proper use of capital letters
• Different sentence beginnings • Paragraph indents
• Sentence types (.!? simple, • Grammar & mechanics
compound, complex) • Punctuation (,;—’…”)
• Varied sentence lengths • Readable spelling
• Readability; easy to read aloud • Word spacing and wrapping
• Figurative language

© 2021 Smekens Education Solutions, Inc. 9

 Organize your teacher resources by trait
Since every writing skill falls under one of the Six Traits, it makes the most sense to organize your
lesson materials and resources by trait—not by writing unit.
• If you are looking to organize digital documents, then establish six folders on your computer—
one per trait.
• If you prefer organizing paper-based resources, create an old-fashioned filing system with six
folders or a set of six three-ring binders. (We developed Six-Traits mini-lesson labels to adhere
to the outside of expandable hanging file folders. Use the list of skills printed on the label as a
guide for collecting and organizing trait-based mini-lessons.)
Regardless of the organizational method you choose, house individual lesson plans, resources,
and writing samples within their broader trait categories for easy access.

How to deliver a Six-Traits mini-lesson

Each writer’s workshop begins with a mini-lesson. This time of direct, whole-class instruction is
important, but it needs to be short. After all, students’ writing doesn’t improve by listening to the
teacher. They get better experimenting with the skill during writing time. With this in mind, make it
a priority to keep your daily mini-lessons mini—10-15 minutes long.
Best-practice mini-lesson instruction always contains four essential steps.

STEP 1: INTRODUCTION
Announce the day’s target skill. Remember to keep the focus small. For example, rather than
teaching different types of sentences, focus only on combining ideas into compound sentences.
Within this introduction, identify which trait this skill impacts.

STEP 2: INSTRUCTION
This next step provides the meat of the lesson. This is where the teacher demonstrates how to do
the skill through modeling, examples, and Think Alouds. The goal of instruction is to intentionally
teach students how to execute a particular reading or writing skill. In this step, the teacher works
alone to demonstrate and explain the skill specifically.
More than just telling students what to do, this is when the teacher shares her expert thinking to
reveal when, where, how, and why you do it. This personal journey of thoughts accompanies the
teacher’s live demonstration of the skill. It’s the pre-planned, one-person monologue, where the
expert captions every action being demonstrated. This added component reshapes this teacher-
demonstrated portion to include I do, you watch and listen.

10 © 2021 Smekens Education Solutions, Inc.

 When teachers execute Think Alouds, students learn that the skill is not executed in a neat,
simple, linear, step-by-step recipe. Rather, students see that reading and writing are complex
processes that require problem-solving and decision-making.
To ensure efficient and effective Think Alouds, apply these tips:
1. Announce lessons will include an I do portion. This is the time where the teacher
demonstrates, and students watch and listen. (For those eager to share, remind them not to
help you but to assess if they are thinking what you are thinking.)
2. Do not make eye contact with the students. Instead, look above them, beyond them, or
through them. This reinforces that the I do is a one-person monologue.
3. Speak in the first person. Rather than questioning What could you do? speak about what I
could do. Use only I, me, and my statements during a Think Aloud.
4. Plan out every Think Aloud. Although teachers know how to execute various writing skills,
most don’t know how they know how to do it. They just do it! Since the skill is so automatic,
it requires teachers to slow down and carefully consider their thinking process before
attempting to teach it to students. If the Think Aloud isn’t planned out ahead of time, it’s easy to
overgeneralize the process and return to telling and cease truly teaching.
The Think Aloud portion of a lesson provides the explicit teaching students need. It showcases
an expert’s thinking while students watch and listen.

STEP 3: INTERACTION
If Step 2 is the I do, then Step 3 is the We do. During this part of the lesson, the whole class works
together to apply the skill with the teacher providing support.
Although this interaction step includes student participation, it’s important not to lose control.
Rather than calling on individuals during the mini-lesson, engage all students with opportunities to
think through the skill. Use code phrases like “Turn & Talk” and “Back to Me” to let students know
when to pool their thinking with a peer and when to return their attention to instruction.
The challenge of getting every student involved in the learning is not a new one. The fact of
the matter is, some students don’t have the desire, the confidence, or the skill set to actively
participate collaboratively.
During our professional development for teachers, we have long encouraged the “Turn & Talk”
strategy to engage students in peer collaboration as they respond to a question prompted by the
teacher. However, this procedure needs to be taught, practiced, and fine-tuned.
The “Turn & Talk” and “Back to Me” code phrases are essential ways to manage time and
increase engagement during a mini-lesson. They allow for all students to experience 2-3
examples orally, which is significantly better than only 2-3 students each experiencing a single
written example at the board.

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 STEP 4: CLOSURE
Step 4 closes the mini-lesson and sets students up for a response activity. After the I do
(Step 2) and the We do (Step 3), it’s time for the You do (Step 4). Identify what you want
students to do with the skill on their own. While writing today, I’d like you to. . .
Remember, the students don’t get better during the lesson—it’s after the lesson when they
practice the skill that they improve their abilities. Consequently, keep the lesson short.

How do I make trait-based writing lessons more engaging?

Boost engagement with concrete triggers
Increase student engagement during a Six-Traits mini-lesson by incorporating a trigger.
Not only do visual aids add a level of energy and excitement, but they also help students
remember the purpose and function of specific writing skills.
When identifying a mini-lesson trigger, first consider the function of the writing skill. The key
is to really understand the purpose the skill serves within writing. When do writers use the
skill? Where do writers use the skill? What’s the impact of the skill on the message? Then,
with that knowledge, brainstorm an object in the real world that functions similarly.
For example, when teaching students to write about a narrow topic (or focused thesis
statement), the goal is to show them how to go from a large, broad subject to something
smaller, more finite. It’s all about shrinking the topic.
Everyday items that get smaller are Russian stacking dolls, Tupperware, and nesting boxes.
Reveal one of those objects within the lesson to demonstrate how a large subject can be
narrowed down to a smaller, more focused topic.

Integrate mentor text

Step 2 of a mini-lesson often includes revealing examples of the skill in action. Although
workbooks and worksheets include examples, they are typically contrived and formulaic
and lack the quality and sophistication of authentic sentences.
Mentor text reveal the skill within real-world writing.
• Consider sharing picture books with your students
to demonstrate a specific trait. Even middle school
and high school students enjoy picture books!
• Look for excerpts from chapter books and novels
that exemplify a specific writing skill.
• Collect authentic text (e.g., newspaper articles,
websites, cartoons, etc.) to show students that
current trends in writing include the traits.
• Use student anchor papers to convey what
“good” writing looks like for a specific assignment.

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 Do I teach a new skill every day?
No, you do not teach a new skill every day. You teach a mini-lesson every day, but the same
skill will be taught across multiple days.

Teach one skill across 3+ days

Students don’t learn everything in a single 15-minute mini-lesson. Consequently, plan
multiple mini-lessons to teach a specific skill. This requires slowing down instruction—and
expectations. Provide opportunities for students to first recognize the skill in mentor text
before expecting them to try it and apply it within their own writing.
With this slower approach, each day of a mini-lesson series serves a different
instructional purpose.

DAY 1
First, reveal excerpts of authentic text where the skill appears. Think Aloud about how the
excerpt impacts the reader’s comprehension. This is the concept of Notice & Name It. If
students don’t recognize the skill in action, then they can’t apply it intentionally.

DAY 2
The first mini-lesson focused on studying the skill as a reader. Day 2 transitions to Try It as
a writer. Instruction must include the teacher modeling how to return to a previous draft and
insert the skill in context. This will again require Thinking Aloud during the lesson. Students
must hear how an expert discerns when, where, and how to incorporate the skill within his
own writing.

DAY 3
The third day of a mini-lesson series transitions to lifelong acquisition. Teach students how
to incorporate the skill while composing a first draft (rather than as a revision technique as
practiced the previous day). This kind of instinctive application demonstrates mastery.
Follow the Notice it/Name it, Try it, Apply it progression within a mini-lesson series
on possessives.

© 2021 Smekens Education Solutions, Inc. 13

 PART 4
Provide Trait-Based Feedback

One of the most powerful aspects of the Six-Traits language is its application beyond
instruction. Provide writers with clear feedback within formative assessments and daily
conferences utilizing the same six ingredients of good writing.

How do I use the Six Traits to offer feedback?

Engage in trait-based writing conferences
Literacy expert Carl Anderson has done extensive work in the area of writer conferencing.
He claims that conferring with students is a teacher’s most crucial writer’s workshop role.
This type of formative assessment reveals the skills students are mastering but also what
they need next instructionally.
Conferring with students is nothing new, and most teachers agree on the benefits of
conferencing. However, this facet of writing can often be grueling for teachers. It’s
important to understand that there are different types of conferences that each serve a
unique purpose.

Product Conferences
The notion of conferencing often includes a long, laborious meeting with one student at a
time at a separate table or at the teacher’s desk. Such a conference is called a “product”
conference as the teacher will spend 15-25 minutes with an individual student going over all
parts of his piece. The advantage of this meeting is that the teacher can point out numerous
strengths and numerous areas for improvement in preparation for a final draft. While
spending all this time with one student is powerful, the other 25 kids lack teacher feedback
and support for a long time.
Although these types of conferences are important, product conferences should
happen infrequently. Plan to conduct them only about three or four times a year in
preparation for publishing a piece. In between, converse with students via frequent
“process” conferences.

“We are not editors, but teachers. The goal of a

conference is to help students become better writers.”
– Carl Anderson

14 © 2021 Smekens Education Solutions, Inc.

 Process Conferences
Students need feedback during all stages of the writing process—not just during the final
revision and editing stages. Unlike the longer product conference, a process conference
lasts only a few minutes, and it can happen at any stage in the writing process. Teachers
may sit down with students and talk about choosing a topic or discuss their pre-writing plan
or give feedback as they draft a new piece or when they’re fine-tuning it.
Students would rather have a few minutes of teacher feedback regularly versus 20 minutes
once a month. They need to be in touch with the teacher more often, but they do not
necessarily need to be one-on-one. Leading a process conference with small groups of
students allows more students to receive feedback more often.
Group process conferences allow teachers to touch base with more students each
day and provide a critical, formative assessment of where students are and what they
need next.

Provide students with compliments & comments

The most vital pieces of a writer conference include offering a specific trait compliment
(area of strength) and comment (area of weakness). The same “raindrop” writing skills
taught within mini-lessons are referenced within these trait-based conferences.
For example, Jeremy, your word choice in this piece is fantastic! Your reader will love the
words “bloated, alarmed, and screeched.” AWESOME verbs! Now, I am wondering about
your sentence fluency. Most of your sentences are the same length, and your reader will
appreciate some variety. Consider inserting some compound sentences and then put your
draft through the Slinky Test.
In order to label each compliment and comment with its broader trait “umbrella,” use the
Six-Traits Cheat Sheet during writers’ conferences. While students share their writing, you’ll
be able to quickly glance at your cheat sheet to anchor your feedback with
Six-Trait connections.
Remember, a conference is nothing more than a conversation. It doesn’t have to be a
formal 20-minute ordeal at a “conferencing table” in the corner of the room. I would
recommend that you execute fewer “product” conferences and incorporate more “process”
conferences. This way you can help students when they are in the middle of the writing
process instead of after they are “done.”

© 2021 Smekens Education Solutions, Inc. 15

 PART 5
Build Six-Traits Writing Rubrics

After providing explicit writing instruction, it’s time to assess for mastery. The same trait-based
skills taught within mini-lessons are embedded within rubric criteria.

How do you assess student writing with the 6 traits?

Build a kid-friendly Six-Traits writing rubric
Often teachers draft a rubric on their own and then “go over” it with the kids. However, with
this approach, students have little ownership and may not understand some of the rubric
language.
Consequently, create a writing rubric with your students. Since the criteria and language are
generated by the students, this ensures that it’s a kid-friendly assessment tool. Furthermore,
this method honors the education research.
Here’s the process for building a Six-Traits rubric
with students:
• HIGH: Work together to describe what each trait looks
like within a “good” one.
• MIDDLE: Then, consider a “pretty good” piece—one
not as strong as the HIGH but not LOW either. This
MIDDLE level must include parallel criteria described
in the HIGH level.
• LOW: Repeat this process describing the qualities and
characteristics of a LOW-level product.
With three rubric levels described, stretch them out to
represent Levels 1, 3, and 5. Then add Levels 2 and 4
in between.

Provide individualized feedback using the rubric

With a kid-friendly Six-Traits rubric, you can provide students with individualized feedback
on their writing. But contrary to popular belief, providing precise feedback to student writers
does not have to involve an all-encompassing critique with the red pen.

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 After creating/updating the rubric with students, use this tool to do the majority of the work.
Accompany each piece of student writing with a copy of the rubric.
• Instead of writing Add more detail or Fantastic verb choice in multiple places on the
student’s draft, simply highlight those criteria within the rubric.
• Next to the highlighted criteria, include specific words or paragraph numbers the
comment pertains to.
• Using the annotated rubric, students apply your customized comments and compliments
in revision.
This approach helps teachers transition from simply fixing writing to focus on
building writers.

Use a Six-Traits writing rubric to assign grades

This same kid-friendly analytic Six-Traits rubric can be used to generate grades as well.
However, it’s important to adhere to these three guiding principles:
1. NO ONE CAN FAIL ON THE RUBRIC. Students earn a failing grade if they do not
attempt the assignment (i.e., do not turn it in). However, submitting a product must qualify
them for at least a D-. If a weak attempt is valued the same as no attempt (i.e., failing),
then many students stop trying. Therefore, the lowest score on the rubric, a Level 1,
needs to be within a passing range (e.g., 60% or D-).
2. HONOR THOSE WHO GO BEYOND THE GOAL. Include at least one level that
describes a product that knocks your socks off. Have an A level (Level 4), but then have
an exceeding or A+ level (Level 5).
3. DON’T WEIGH TRAITS EQUALLY. Depending on the piece, different traits are
emphasized. If students are only writing a first draft, then conventions would likely weigh
less than the traits of ideas and organization. However, in poetry, word choice and
sentence fluency might be valued more. Identify the traits you want to score and the
point-value that coincides with where you spent your instructional time.
Regardless of which traits you are scoring and/or emphasizing, be sure to communicate this
information to students before they write. Remember, they are trying to shoot at a target, so
clearly define what it is.

Convert Six-Traits rubric scores to a grade

When it comes time to convert a rubric score to a grade, avoid the temptation to simply add
up the levels as if they are points. Instead, use the Smekens Six-Traits Rubric Calculator with
any 5-point rubric of your choosing.

© 2021 Smekens Education Solutions, Inc. 17

 How to use the Six-Traits Rubric Calculator:
1. Identify which traits you want to score.
2. Determine the value you want to give each one.
3. Read a student’s piece.
4. Click each individual trait score based on rubric criteria.
5. Click to calculate the earned grades, points, and percentage for your grade book.

Access the Smekens Six-Traits Rubric Calculator at

www.smekenseducation.com/Rubric_Calculator/

How do the 6 Traits fit within state writing rubrics?

The power of the Six-Traits writing framework is its universal application to all grade levels,
writing genres, and writing assessments. Although ideas, organization, voice, word choice,
sentence fluency, and conventions are the essential traits that are embedded in all state
and national testing rubrics, they are not necessarily labeled by those names.
In order to see the traits within a rubric, you have to study the criteria and ask, “What trait
does this skill impact?” For example, in the rubrics below, the criteria has been color-coded
to identify which writing expectations fall under which of the six traits. Notice the heavy
emphasis on the trait of ideas (blue) and organization (green). These two colors bleed
all over every rubric because as “trump” traits, they make the biggest impact on the
overall writing.
Six Traits within state writing rubrics
h SAT Rubric
h ACT Writing Rubric
h Smarter Balanced Rubrics
h PARCC Rubrics
h Indiana ILEARN Rubrics
h Ohio ELA State Test Rubrics
h Kentucky On-Demand Writing Rubrics (Grade 5, Grade 8, Grade 11)
h Tennessee TNReady Rubrics (Grades 2-3, Grades 4-5)
Seeing each trait highlighted within the assessment rubrics can help prioritize which skills to
target within your yearlong writing instruction. In the end, if we build strong writers who can
excel within the parameters of the Six Traits, they will also excel on standardized
writing assessments.

18 © 2021 Smekens Education Solutions, Inc.

 PART 6
Understand the Research Behind the Six Traits

Where did the traits come from?

In the 1960s, a researcher named Paul Diederich asked a group of professionals to identify what
makes writing effective. He received hundreds of responses, ranging from strong metaphors to
correct semicolons. But no one can remember hundreds of things simultaneously, so Diederich
grouped the responses and found they fell within six categories.
In 1984, literacy expert Vicki Spandel led a team who replicated Diederich’s study. In the end,
Spandel, curriculum experts at the Northwest Regional Education Laboratory, and willing teachers
from Missoula, Montana and Beaverton, Oregon all settled on the same six ingredients.
Since that time, the research has been formally conducted a third time. Using an even wider variety
of writing genres, including digital and online writings, Education Northwest has proven that the
same six ingredients are still the core of “good” writing.
The Six Traits of Writing model is now used in all 50 of the United States as well as multiple
countries around the world.

Traits Writing: The Gold Standard of Writing Instruction and Assessment

Written by Lois Bridges, Ph.D.

EXCERPT: For more than two decades, the Northwest Regional Educational Laboratory (now known
as Education Northwest) and other researchers have studied the effectiveness of the Trait Model
and the professional development tools used to train the teachers who use it. In a nutshell, the
traits represent the essential elements of writing inherent in all extended written communication:
ideas, organization, voice, word choice, sentence fluency, conventions, and presentation. Educators
who use the Trait Model center both their instruction and their assessment on helping students
understand how these elements work together and interact to create a well-written, cohesive piece
that accomplishes the writer’s goal.

An Investigation of the Impact of the 6 + 1 Trait Writing Model, December 2011

Conducted by: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation
and Regional Assistance

EXCERPT: The study was designed to estimate the impact of 6+1 Trait Writing on student
achievement in writing during the first year of a typical implementation. This question was
addressed among grade 5 students in Oregon using a single “holistic” writing score on student
essays. Exploratory analyses using six scores on specific traits of writing were also conducted.
Professional development was provided by the model developers in the same year that student
assessments were administered. The particulars of school and classroom implementation of the
approach were allowed to vary in the schools, without any special oversight or intervention by the
developers beyond the technical assistance normally offered to those who receive the materials and
professional development.

For the confirmatory research question (What is the impact of 6+1 Trait Writing on grade 5 student achievement in
writing), use of the 6+1 Trait Writing model caused a statistically significant difference in student writing scores.

© 2021 Smekens Education Solutions, Inc. 19

 PART 7
Implement the Six Traits School-Wide

Students grow when their teachers use targeted language to teach and assess their writing.
Furthermore, when an entire grade level, department, or school use the Six-Traits framework
with fidelity, the impact is enormous.
When a K-5 school, for example, commits to Six-Traits implementation, students at every
level are exposed to age-appropriate mini-lessons, mentor text, anchor papers, and writing
rubrics—all of which are intentionally tied to the Six Traits. That consistent exposure to the
same elements over a period of years strengthens students’ depth of knowledge but
also their capacity to apply the traits in persuasive, argumentative, informative, and
narrative pieces.
Such repeated exposure requires more than a poster and six words. It’s about the daily and
explicit teaching of dozens of granular writing skills across the grade levels and tied to the
Six-Traits language.

Six-Traits Professional Development

Most English/language arts textbook publishers are intentional about labeling their resources
with the Six-Traits language. But too often, boxed curriculums lack the depth and intentionality
that is required in order to fully implement the Six Traits.
In order to know how to launch and execute
a fluid Six-Traits model that is responsive to
student needs, teachers need the support of
ongoing professional development. After all,
most teachers didn’t learn how to teach writing
in college, making vague guidance from the
language arts textbook a recipe for shallow
writing instruction.
Using professional development as a catalyst to building-wide implementation of the Six
Traits involves a continued cycle of professional learning, practice, and collaboration.

Six-Traits Professional Learning

Initial professional learning on the Six Traits should focus on building a shared understanding
of not only the six words, but more importantly, what the traits look like in all genres and at
each developmental level (i.e., pictorial writing in grades PK-1).
Chances are, teachers are already using the traits in one form or another. (Remember,
the traits are inherent characteristics of good writing. Consequently, teachers are already
targeting many of these individual writing skills. They just aren’t taking advantage of the
power and prioritization that comes from grouping them by the six words.)

20 © 2021 Smekens Education Solutions, Inc.

 With this in mind, the first focus of professional learning is to identify what teachers already
know about good writing and marry it with the Six-Traits framework. Teachers will be put at
ease when they realize they don’t have to abandon all that they are already doing.
After a baseline understanding has been established for teachers, the next step is to reveal
strategies for introducing the trait language to students. It’s important for teachers to learn
classroom-tested techniques. This includes how to use characters, picture books, graphic
icons, songs, or a combination of these tools to launch an intentional introduction of the
Six Traits. This sets the stage for a yearlong sequence of trait-based writing lessons tied to
different modes and genres.
While professional learning can occur in many forms, the more frequent and firsthand
learning teachers experience, the better the chances that the Six-Traits framework will be
implemented building-wide. There are several ways to engage entire staffs with Six-Traits
professional learning:
1. Get the ball rolling with a book study that examines the foundations of the Six-Traits
framework. Great starter titles include Ruth Culham’s books, 6+1 Traits of Writing: Primary
Grades, 6+1 Traits of Writing: Grades 3 and Up, and Traits of Writing: The Complete Guide for
Middle School.
2. Schedule on-site, face-to-face professional development led by an expert Six-Traits
practitioner.
With on-site visits from a Six-Traits expert, staffs can participate in a full range of learning
opportunities that span from introducing your whole staff to the Six Traits to mini-lesson
modeling in classrooms.
3. Provide time during the school day (or in
the summer) for every teacher to participate in
Six-Traits workshops. With cost-effective online
options like those available from Smekens
Education’s webAcademy, the entire staff can
use on-demand videos to learn innovative ways
to launch and begin to implement the Six Traits.
4. After teachers have embedded the Six Traits into their writing lessons, assignments, and
assessments, engage teams in instructional rounds. This activity allows educators to observe
their colleagues deliver trait-based instruction and then collaborate afterward to offer
feedback and encouragement.
5. Use PLC time to examine how the Six Traits are being implemented and how learning is
ultimately being impacted. As learning gaps are identified throughout the school year, use
professional learning tools such as Smekens Education’s webPD to provide teachers with
innovative strategies to address specific writing weaknesses.
6. Offer teachers ongoing implementation support with an instructional coach. Whether
turning to a highly-trained in-house staff member or leaning on an outside expert like
Smekens Education’s Remote Coach, this type of sustained guidance will help teachers
maximize success with the Six Traits.

© 2021 Smekens Education Solutions, Inc. 21

 PART 8
Acquire Six-Traits Tools & Resources

Identify your next steps

Throughout this guide, we have explored how to get started with the Six Traits, spiral
through trait-based mini-lessons, provide feedback, and build kid-friendly writing rubrics.
But we’ve only scratched the surface! If you want to continue learning about this powerful
writing framework, consider these next steps:

View our Six-Traits

on-demand workshops
If you really want to take a deep dive into the
Six Traits, register for our Six Traits of Writing
on-demand workshops. These two 5-hour
workshops will teach you everything you
need to introduce the traits and implement
them within your instruction. Plus, as a
thank-you for reading this far, you can
access both of our Six-Traits on-demand
workshops for the price of one!

Access free resources on

the Learning Center
For a vast collection of free, innovative
resources, the best place to start is the
Smekens Education Learning Center.
Here you’ll find Six-Traits lesson ideas,
pictures, videos, whiteboard downloads,
anchor papers, rubrics, graphic organizers,
and more.

22 © 2021 Smekens Education Solutions, Inc.

 Get Six-Traits classroom
triggers, posters, & resources
Get the essential bundle of Six-Traits Smekens
Originals—teacher-friendly resources to help
you implement the Six Traits. This discounted
bundle is a cost-effective way to embed trait
language into your classroom environment and
your instruction.

Get trait-based lessons

& resources
Our best-selling resource, Launching the
Writer’s Workshop is packed with more than
50 explicit trait-based lessons and resources.
Lessons will help you establish a writer’s
workshop, introduce the traits, and target
essential writing skills throughout the
school year.

Final thoughts
Whether you are starting with nothing or your toolbox of resources is filled to the brim, none
of it matters if the Six Traits do not become part of your daily writing classroom. Remember,
it starts with recognizing that all good writing contains ideas, organization, voice, word
choice, sentence fluency, and conventions. These are the six ingredients that define,
dissect, and describe “good” writing.

LET’S CONNECT
Contact Brady Smekens
Director of Professional Development
(888) 376-0448 • brady@smekenseducation.com
www.smekenseducation.com

© 2021 Smekens Education Solutions, Inc. 23