By LINDA ST. ANDRE

Title 1 Teacher Coordinator

Lewiston teachers in kindergarten through grade eight are now using the Six Traits model in their writing instruction and assessment. The overriding goal is to improve student writing districtwide by giving teachers and students a common language and by providing consistency throughout all Lewiston schools. Students learn about the traits, identify them in texts they read with their teachers, and then practice using them in their own writing.

1. First, a writer sticks to a main idea or story line, and brings it to life for the reader using vivid detail. The author’s success at communicating with detail determines the level of understanding readers will have. Student writers need to think about creating pictures in their readers’ heads.

2. Authors must organize their writing in logical, coherent ways. They must choose an interesting lead that will hook their readers and follow up with connected thoughts throughout the piece to a satisfying conclusion.

3. Voice is the trait that gives a piece personality. It is the part that enables readers to respond emotionally to the writing. Strong voice conveys the writer’s and character’s feelings. Authors develop their own voice and style over time and can eventually be identified by it.

4. When authors select effective words to convey ideas, they are using the trait of word choice. Students are taught to use simple language precisely rather than attempt to impress with words that sound unnatural.

5. Sentence fluency allows the piece to be read easily. When sentences are well constructed and varied in length and in structure, reading flows easily. Fluent sentences lend themselves to being read aloud easily.

6. Lastly, conventions are the mechanics of the piece: grammar, capitalization, punctuation, etc. Attention to this trait makes the piece readable, pleasant to look at, and free of distractions. Students are taught that conventions are important, but no more so than any other trait.

Besides receiving focused instruction for each of the traits, students are also involved in assessing writing. They scrutinize the works of published authors for examples of the traits. They look at sample pieces written by other students. They learn to conference with peers and to talk about strengths and weaknesses in writing. Finally, by examining their own writing, students learn to make revisions. It is an involved process, one that takes time and perseverance. The rewards, however, last a lifetime. Students become thoughtful, purposeful writers who communicate effectively.