The 6 Traits of Writing- Self-Check

This is an online check list based on the NRSD 2010 Middle School Writing Guide. Students can use it to check their written work to see that it includes those elements which are indicative of good writing. Print out a paper copy to fill in as you fill in the on-line survey and keep this as a record to guide your rewriting.
Name: 


  1. Ideas - this is the piece's content--its central message and details that support that message.
    You can tell what my main idea is -- even if I do not state it directly.
    My topic is narrow and focused. I do not try to tell everything.
    I know this topic well. If I had questions, I did research.
    The paper is clear from beginning to end.
    I support and expand the main idea with evidence, examples, facts or explanations.
    I share what matters. My paper is free of filler ( unneeded information).
    My paper has a "ring of authenticity" that comes from experience or knowledge.


  1. Organization - this is the internal structure of the piece--the thread of logic, the pattern of meaning.
    My lead will pull you right into the piece.
    All the information is arranged to make my paper interesting and easy to follow.
    Each point I make connects in some way to my main idea. You will never feel lost or confused.
    I use transitional words and phrases -- On the other hand, For example --to build word bridges from sentence to sentence or idea to idea.
    The writing is well-paced. I spend time where it's needed, not on trivia.
    My conclusion wraps up the discussion effectively.


  1. Voice - this is shaped by the purpose and audience of the writing. It is where the writer's personality comes out. It can be formal or informal.
    This writing has MY fingerprints on it. It stands out from the writing of others.
    The writing has energy. It brings my topic to life.
    I like this topic, and want my readers to like it, too.
    I know this topic well enough to write with confidence.
    This is a paper you would enjoy sharing aloud.
    I try to bring readers "inside" my writing by asking --What do they already know? What would they like to know? What will they find interesting?


  1. Word Choice - this is the vocabulary the writer uses to convey meaning and enlighten the reader.
    I chose my words carefully to make the message clear.
    The language is well-suited to my topic and audience.
    Strong verbs give my writing energy and power.
    Some words create vivid images or sensory impressions.
    The writing is concise. Every word carries its own weight.
    I avoided vague, overused words like great, nice, exciting, or special.
    Some of my words or phrases are striking--even memorable.
    The language is natural, not overdone. I was writing to be clear, not to impress.
    I avoided redundancy, using repetition only for emphasis or when necessary.


  1. Sentence Fluency - This is the way words and phrases flow through the piece. Sentence fluency is the auditory trait because we "read" for it with the ear.
    This writing is easy to read aloud. It has a smooth rhythm and flow.
    It is easy to read this with expression and voice.
    Many sentences begin differently; the writing has variety
    Repetition is used only for effect.
    Sentences also differ in length.
    In highly detailed, technical sections, I kept sentences short and direct.
    If I used dialogue, the speech sounds natural--like real people talking.
    If I used quotations, I worked them smoothly into my text.
    Fragments are used only for emphasis; I have no accidental fragments.


  1. Conventions - this refers to the mechanical correctness of the piece. Correct use of conventions ( spelling, capitalization, punctuation, paragraphing, and grammar and usage) guides the reader through the text and makes it easy to follow. Poor attention to the use of conventions reflects badly on the author and detracts from the reader's confidence in what the writer has to say.
    I have proofread the entire paper.
    I read the piece both silently and aloud correcting any errors I found.
    I used a handbook if I needed one.
    I have checked ALL of the following: spelling, grammar, punctuation, paragraphing, and capitals.
    I used conventions to enhance both meaning and voice.
    The presentation on the page has eye appeal.
    If my piece is word processed, I chose font style and size for readability.
    Footnotes and other citations are accurate and correctly formatted.
    Graphics are carefully labeled and placed effectively within the text.
    To my eye, this copy is ready to publish.





Mrs. Brannen
Hale Middle School