Congratulations! You have found the ultimate 6-Traits of Writing master checklist and cheat sheet! Be sure to review all six categories and start guiding your students to true writing excellence!
1) Ideas / Content, 2) Organization, 3) Sentence Fluency, 4) Word Choice, 5) Conventions, and 6) Voice.
Keep in mind that the 6-Traits of Writing neglects the differences between genres. To understand the requirements of each genre, be sure to check out my other genre-specific checklists and cheat sheets:
1. Narrative Tales, Folklore, Myths, Legends, and Fables
2. Narrative Story, Narrative Essay, and Narrative Non-Fiction
3. Descriptive Writing
4. Persuasive Writing, Opinion Writing, and Argument Writing
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Does Your Checklist Reflect What You Are Teaching Your Students About Writing?
Your checklists should reflect what you have taught your students about writing. However, the reality of checklists is that teachers need to use them both as teaching tools and evaluation tools.
As you examine this master checklist and cheat sheet, ask yourself these four questions:
1. What am I teaching my students about writing?
2. What do I need to teach my students about writing?
3. What do I expect from my students?
4. What do my students know and understand about writing?
How Do I Create My Own Checklist or Cheat Sheet?
To hold your students accountable for what you have taught them, use a checklist that reflects what you have taught them. To do this, create your own checklist or have students create their own “student-owned” checklists.
Instead of using a generic checklist that your students don’t value, I encourage you to pick and choose the perfect ideas and requirements from my collections of checklists and cheat sheets. Be sure to credit your new checklist this way: “Source: Pattern Based Writing: Quick & Easy Essay.”
Happy writing!
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Trait 1: Ideas / Content
1. To put forth the best ideas possible, the writer has researched, studied, learned, planned, and/or reflected on the topic.
2. The writer has chosen ideas that support his or her main idea, premise, or thesis. All of the writer’s ideas support and/or prove the writer’s big-picture message.
3. The writer’s ideas and details shine new light on the topic. The writer presents vital information.
4. The writer does not repeat ideas without purpose; the writer does expand on ideas through commentary, explanation, elaboration, proof, and evidence.
5. The writer uses figurative language (similes, metaphors, analogy, personification, etc.) effectively. The figurative language clarifies the meaning of the writer’s ideas and points. The figurative language makes things clear for the reader in an interesting way.
6. The writer skillfully and appropriately develops each paragraph as needed. The writer’s paragraphs combine to create a well-developed and unified whole composition.
7. The writer has narrowed or broadened the topic to create a manageable topic. As a result, the writer has effectively addressed all of the topic’s most important and interesting main ideas in the time and space allowed. Also, as a result, the piece of writing is not a grocery list of undeveloped ideas. Furthermore, the writer has not turned a simple idea into a bloated whale of an idea just to meet space requirements (aka a snow job).
8. The writer has chosen the main ideas and details effectively. The ideas are both interesting and important. At the very least, they are important or extremely interesting. The important main ideas are developed with important and interesting details. The writer has omitted or deleted all of the unimportant and uninteresting ideas.
9. The piece of writing is not a grocery list of undeveloped ideas. The writer has provided effective elaboration, explanation, evidence, description, and support.
10. The details and support are relevant and credible. They effectively support the main ideas and the thesis. They prove the point!
11. The writer has generated and created thoughtful ideas that demonstrate imagination, personal reflection, contemplation of the subject matter, and consideration of the effect that the ideas will have on the reader. The text shows clear evidence of deep, thoughtful thinking and careful, contemplative analysis.
12. The writer has avoided the repetition of ideas and details, or the writer has used repetition as a rhetorical device with skill and purpose. The writer does not say the same thing with the same words (or even different words) without a strong rhetorical purpose—that is, for effect or to drive a point home. Martin Luther King repeated “I have a dream” and “let freedom ring” to great effect. And many writers use repetition to drive home a point.
13. The writer has supplied sufficient support to explain, illustrate, or prove the main ideas.
14. The writer has carefully chosen his or her ideas—only the best have made the final cut. The writer has left out many uninteresting and unimportant details, and even a few interesting yet unimportant details.
15. My ideas communicate my uniqueness. When I read my writing back to myself, I smile and think that I must be brilliant. At the very least, I am proud of the ideas I am putting forth. I suspect that no one has ever expressed these ideas on this subject just like I have. I have taken old, tired information and created new information.
It’s a foundation, a framework, and a methodology for teaching writing! Please check out Pattern Based Writing: Quick & Easy Essay on the homepage to learn more!
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Trait 2: Organization
1. The organization is logical, natural, and builds on what came before.
2. The whole composition contains two levels of beginning, middle, and ending: 1) beginning, middle, and ending in the paragraphs, and 2) beginning, middle, and ending in the whole composition.
3. The whole composition contains two levels of main ideas: 1) main ideas in the paragraphs, and 2) a main idea for the whole composition.
4. The writer’s introduction contains a clearly stated thesis statement. Everything in the whole composition relates back to that thesis statement. The thesis statement is the umbrella idea for everything in the whole composition.
5. The writer constructed an introduction that grabs the reader’s attention and creates interest. The writer uses specific strategies and techniques to achieve this effect.
6. The writer’s conclusion leaves the reader satisfied, fulfilled, impressed, and still wanting more.
7. The details in each paragraph connect to, relate to, and support the main idea of each paragraph; the main ideas connect to, relate to, and support the main message of the entire piece of writing. Every detail adds something to the main message of the entire piece of writing.
8. The writer’s transitions make the logical flow of the writing clear.
9. The writer uses common organizational patterns (in a natural way) to make important points and main ideas clear. The writer uses logical patterns of thought to explain or illustrate important points and main ideas. The writer uses compare/contrast, cause/effect, sequencing, chronological order, point patterns, order based on importance, point-by-point vs. block method, problem/solution, pro/con, etc.
10. The writer creates a clear connection between main ideas and support. Every idea serves a clear purpose.
11. The organizational structure (placement of topic sentences, concluding sentences, transitions, etc.) acts as a highlighter that helps the reader see and understand what’s most important in the composition. The reader can skim and scan and identify the points that the writer is making and the topics that the writer is discussing. The reader can skim and scan a little closer and identify the connection between the details and each paragraph’s main point. Furthermore, the organization helps the reader see how all of the main ideas and details contribute to and support the main idea and message of the whole composition.
12. The writer has created and maintained a clear and unified purpose and message throughout the whole composition.
13. The writer does not wander or digress; the text is easy to understand and follow. The writer stays focused and stays on topic. The writer has edited and removed unnecessary, confusing, distracting, and wandering details and paragraphs.
14. The writer uses topic sentences and concluding sentences in each paragraph to highlight, and emphasize the main ideas and main points. Each paragraph addresses one part or aspect of the larger topic.
15. (See The Ten Stages of Paragraph and Multi-Paragraph Mastery.) The writer successfully uses a natural, less formal, less academic paragraphing style. Perhaps the writer uses more of a Short-and-Lively paragraph style, or perhaps the writer uses an Organized-and-Natural paragraph style. Some paragraphs don’t have topic sentences or concluding sentences. Some paragraphs have implied main ideas. Some paragraphs are in reality a continuation of the preceding paragraph, but the writer has still divided the paragraphs on a logical break. Regardless, the reader can easily identify or infer the main ideas. The writing is still easy to read and easy to understand, and the writing flows nicely.
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Trait 3: Sentence Fluency
1. The writer uses at least a few different sentence openers: e.g., prepositional phrases, –ing present participle phrases, –ed, –en, –d past participle phrases, adverbs, sentence adverbs, absolute phrases, etc.
2. The writer uses at least a couple of different types of sentences: simple, compound, complex, and compound-complex.
3. The writer uses at least a couple of different types of sentences: declarative/statement, interrogative/question, imperative/command, and exclamatory/ends with an exclamation mark!
4. The writer has varied the length of the sentences. The writer has created a perfect mix of short, medium, and long sentences, and has created a nice rhythmic flow.
5. The writer has created a nice, natural, and easy to read rhythm and flow. The reader does not stumble at all when the reader reads it aloud.
6. The writer has not included any awkward sentences. The writer has rewritten each previously awkward sentence so that each sentence now rolls “trippingly on the tongue.”
7. The writer uses grade-level or above-grade-level sentence structure.
8. The writer has avoided obvious or tedious repetitions of the same sentence structures. The sentences vary and flow naturally.
9. The writer skillfully constructs each sentence using grammatical principles. The writer has not included any rambling sentences that defy the rules of proper sentence structure.
10. I monitored my sentence structure while I wrote, and I made sure to vary sentences by using different types of sentence openers, interrupters, transitions, phrases, and clauses. When I sensed that I was overusing a certain type of sentence structure, I took note and made changes.
Do you need to get results teaching writing? If so, please check out Pattern Based Writing: Quick & Easy Essay!
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Trait 4: Word Choice
1. The writer uses the right words to express his or her ideas clearly, consciously, and beautifully.
2. The writer uses words that are exciting to read. The words are electrifying and engage the reader.
3. The writer has edited out all unnecessary words.
4. The writer has replaced tired, boring, and overused words with exciting, fun, and novel words.
5. The writer uses a variety of different types of adjectives effectively: attributive adjectives, predicate adjectives, participle adjectives, sentence-starting adjectives in pairs, nouns as adjectives, coordinate adjectives, etc.
6. The writer uses strong, vivid, specific verbs that help the writer communicate clear, powerful actions or create clear, vivid pictures in the mind of the reader.
7. The writer uses the best, the most specific, and the most powerful verbs and nouns so that the writer does not need to overuse adjectives and adverbs.
8. The writer consistently uses a variety of interesting and specific words.
9. The writer skillfully uses synonyms and pronouns to avoid tedious repetition of words.
10. The writer skillfully uses figures of speech and rhetorical devices that relate to word choice: e.g., repetition, omission, climax, antithesis, etc.
11. The writer uses grade-level or above-grade-level vocabulary.
12. The writer uses inspired and varied transitional words and phrases. The writer uses clear and obvious transitions to highlight strong shifts in logic (e.g., contrast), but the writer also uses subtle transitions so that his or her writing does not appear overly formulaic.
13. The writer uses every word correctly: The writer does not mix up homonyms, etc. The writer doesn’t use big words incorrectly. The writer doesn’t invent words (unless, like Shakespeare, the writer does it with skill, cleverness, and with intention and purpose).
14. The writer uses inspired words that the target audience will understand and appreciate. The writer does not use big words just to look smart, and the writer doesn’t use simple words to hide his or her brilliance. Of course, for student writers, large, challenging words used correctly almost always impress teachers and other adults.
15. The writer uses few if any clichés. Of course, clichés do communicate ideas quickly and in a way that people understand, which is why they became clichés. However, clichés are also perceived as a sign of lazy thinking and uninspired writing.
16. The writer chooses the best words that effectively communicate the message. The words support the message—the words are a part of the message.
17. The writer uses a colorful mix of interesting vocabulary words. The writer avoids monotonous, boring, and overused meat-and-potato words.
18. The writer uses clear, concise, and precise words—the words are accurate and powerful.
19. The writer uses sensory words that appeal to and excite the five senses. The words create vivid (intense and powerful) pictures in the mind of the reader.
20. I monitored my word choices while I wrote, and I made sure to vary my wording and phrasing. When I sensed I was overusing a word or phrase, I took note and made changes.
21. As I read my text, if a certain word or phrase began to seem repetitious, I made changes.
22. I was appropriately formal in my word choice. I followed my teacher’s requirements for the genre regarding contractions, slang, etc. I definitely did not write the way I text or email my friends!
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Trait 5: Conventions
1. I have followed all of the spelling, grammar, capitalization, and punctuation rules that my teacher has taught me.
2. I have searched high and low looking for careless and silly mistakes that I know I shouldn’t be making. I know better!
3. The writer meets or exceeds grade-level standards in all areas of conventions.
4. Errors do not interfere with a reader’s understanding of the text and the underlying message.
5. The piece of writing has no obvious convention errors. The need for editing is minimal.
6. The writer has spelled all of the 100 or 1,000 most used words correctly.
7. The writer has spelled all of the 100 most commonly misspelled words correctly.
8. I have spelled all of the words on my personal list of commonly misspelled words correctly.
9. I have checked all of those pesky homonyms and homophones one last time.
10. I have checked that the dialogue is correctly punctuated and paragraphed.
11. The text shows evidence that the writer has successfully fixed a number of careless or silly mistakes: e.g., eraser marks, crossing out, carets with text insertions, etc.
12. The writer’s text meets the required length of the assignment. The writer stayed within the range of what the directions asked for. The writer did not go over or under the requirements.
Pattern Based Writing: Quick & Easy Essay is the fastest, most effective way to teach students organized multi-paragraph writing… Guaranteed!
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Trait 6: Voice
1. The writer’s voice is appropriate for the purpose; it is also unique and engaging.
2. The writer’s voice does not detract from or overwhelm the main message—it adds to the main message.
3. The writer’s voice has qualities that we can describe: e.g., entertaining, forceful, fun, direct, professional, witty, powerful, heartfelt, insightful, lively, thoughtful, humble, folksy, honest, no-nonsense, ironic, formal, academic, etc. The writer’s voice is a part of his or her message.
4. The writer shows enthusiasm and passion for the topic. The writing is sincere and expressive.
5. The writer creates a specific voice and uses it throughout the piece of writing. The writer successfully adapts that voice through the differing sections.
6. The writer maintains a consistent point of view, which helps the writer create a consistent voice.
7. The writer’s voice is appropriate for the target audience. There is a voice-to-audience match.
8. The writer’s voice is appropriate for the genre. There is a voice-to-genre match.
9. The writer’s voice supports, complements, and matches all of the other aspects of the piece of writing, including the other five traits, the genre, and the literary techniques and rhetorical devices the writer uses.
10. The writer’s voice shows a strong commitment to the writing task, along with a great interest in the topic. The writing is inspired, energized, and full of life! It contains inspired ideas, inspired word choice, graceful sentence combinations, and cutting-edge mechanics! One can be sure that a mechanical robot did not write this! This writer went all out!
