What is Effective Writing?

Effective written communication is writing that gets a point across or successfully relays information.

A number of curricular programs are used across the state to aid in the teaching of writing. While results on which programs are most effective are mixed, it is important to use a common language in writing instruction. STMA has used a program called the 6 Trait Writing, which has since become known as the 6 Traits + 1.

A Note on the 6 Traits (+1) of Writing:

For a long time STMA has utilized the six traits model for writing instruction. Six Traits Writing is based on traits observed in most writing that has been deemed effective. For this reason, the program lends itself to connecting reading and writing as students can look for some of the same traits in the authors they read as they can in their own writing. More importantly, by using the language of 6 Traits model for instruction, teachers eventually have fewer things to re-teach each year, which means fewer variables to student learning. More importantly, students, teachers, and parents develop shared values and descriptors in understanding what effective writing entails. For this common language to be effective as an instructional tool, staff and students must recognize a few things about what the six traits writing is and is not.

What 6 Traits Writing Is:

Simply put, six the six traits of writing (plus one) applies a simple, user-friendly list of descriptors that help staff and students understand what good writing entails: Organization, Ideas and Content, Sentence Fluency, Conventions, Voice, Word Choice, and Presentation are all terms that students will become familiar with and utilize throughout their entire K-12 program.

What 6 Traits Writing Is NOT:

Six Traits (plus one) results, when used for assessment, are mixed at best. Using the language of six traits in writing rubrics is part of what makes this program effective, but going as far as grading students in all categories equally is not recommended for a number of reasons:

1.  Not all traits should carry equal importance/prioritization. Is Voice as important as Organization? Ideas and Content? Considering that journalists and technical writers work to neutralize their writing voices, it would seem that this is not a trait that is vital to all types of writing. For this reason, it is important for teachers to set up very clear parameters and expectations for student writing. For example, writing with a unique voice may demonstrate excellent skill, but what if a humorous individual was to use his/her unique voice on a lab report? The same is true of other categories. 

2.  The traits themselves de-emphasize the importance of a thesis statement—most charts and descriptions do not even mention the importance of the most important building block of most academic writing. Because the thesis statement creates an idea that will be supported and elaborated upon, it is vital to both Organization and Ideas and Content. Teachers are encouraged to add this to any visual aids or descriptors that utilize 6 Traits Writing.

How should the 6 Traits be utilized then?

Six traits language works best as a communicative tool. Teachers will want to incorporate the language into their assignment expectations and rubrics in ways that are relevant to a particular assignment. Likewise, feedback given to student writing should stay consistent in this common language. This method (as opposed to using 6 equally prioritized categories to grade a paper, for example) should help with the most important task of all: communicating between teachers, students, and parents.

When prioritizing how essay writing should be graded, most norm-based assessments such as the MCA-II writing, ACT Plus, and even AP Exams containing writing prioritize (very approximately) as follows:

NOTE: This breakdown is based on commonly used assessment language such as “middle level” or “exemplary” and is by no means a scientific or completely precise mathematical conversion. 

Passing:  A basic passing essay should have a point (Thesis) and support it with enough information to further this point (Organization and Ideas and Content). The essay is written clearly enough that the reader can make sense of the writing with no drastic or illegible interference (Conventions).

The average essay (C level) contains the same basic point and support, but is more polished and contains better organization.

Good essays (B level) excel more than average essays in the sophistication of the support. These essays “show” rather than “tell” in their content through vivid details and elaboration that demonstrate an idea rather than simply mentioning or lightly glossing over the content being discussed. The writer demonstrates his or her ideas more effectively, creating a shared understanding of his or her Ideas and Content.

The A Level essay is where we see a polished, exemplary essay. It excels in all of the same ways a B Level essay does, but contains virtually no errors in Conventions, Sentence Fluency, and the writing diplays livelier Word Choice. The upper A versus the lower A level essay should start to demonstrate the unique voice of the student, if applicable, to the essay.

All students are capable of achieving a polished presentation in their essays and Research Papers (the +1 trait). For most essays, this means they are formatted in MLA format (see MLA section), and contain no frayed edges, ink blemishes, wrinkles, or other unsightly flaws.

Of course, this suggested weight or prioritization of the 6 traits is not a highly descriptive breakdown. It is more of a framework and value placed on each trait. In short: It is an attempt to put each trait in its place.

Here is a visual of this description in the form of a very general rubric: Writing Rubric.pdf