six traits of creative writing in alphabetical order

6 Traits of Writing

Characteristics, Definitions, and Activities for Each Component

Janelle Cox

• Classroom Organization
• Reading Strategies
• Becoming A Teacher
• Assessments & Tests
• Secondary Education
• Special Education
• Homeschooling
• M.S., Education, Buffalo State College
• B.S., Education, Buffalo State College

The six traits of writing model provides a recipe for successful prose writing. This approach defines the ingredients of effective writing for students to practice and teachers to assess, equipping both parties with tools for strategically analyzing written work.

Students can become self-sufficient and methodical writers when they learn to develop the following characteristics in their writing. To take advantage of this revolutionary model, learn what the six traits are and how to teach them.

What are the Six Traits of Writing?

The six key characteristics that define high-quality writing are:

Organization

Word choice, sentence fluency, conventions.

Please note that while this method is often called the 6 + 1 Trait Model, the plus one "presentation" trait is largely optional as it is a characteristic of the overall product and not the writing itself. This trait will not be described further here.

This writing component captures the main idea of a piece through detail. Only details that are relevant and informative of the main topic should be included. Strong writers have an awareness of how to use just the right amount of detail, using ideas that make the overall message more clear and leaving anything out that takes away from it.

How to Teach:

• Do an exercise with students where you tell a story using no detail while they close their eyes. Could they picture it? Ask them how to improve your story and introduce the concept that ideas need to be supported to be effective.
• Ask students to describe what is happening in a photograph. Have them do this in partnerships where only one partner can see the picture at a time and the other must convey the message of the photo in front of them.
• Have students compose a paragraph packed with as much supporting detail as possible. Tell them to choose a specific (true) event that happened to them and use their senses to describe it.

This trait describes how all ideas in a piece of writing must fit together within a larger message. The organizational structure of a written work needs to follow a clear pattern such as chronological order for narratives or logical order for informational writing. The writer needs to make strong connections from one point to another so that a reader can easily follow along. A sense of sequence is necessary for organizing.

How to Teach

• Take a piece of writing and cut it into chunks, having students piece the writing back together as best as they can.
• Jumble a list of directions and have students arrange the steps in order.
• Read two short informational books whose organization structures vary. Ask your students what is different about the organization of the books.

This trait describes the unique style of each writer. Through voice, a writer's personality permeates a piece but does not detract from the genre or message. Strong writers are not afraid to express their individuality and show readers their point of view. Good writing sounds like its writers.

• Discuss the personality traits of a few children's book authors, then read a variety of literature and have students try to identify the author by voice.
• Compare and contrast the voice in select fiction and nonfiction books.
• Have students write a letter to a grandparent about their favorite school subject. When they are finished, discuss how they cultivated their voice in the letter and whether they feel that their thoughts and emotions came through.

Word choice describes the effectiveness of each word in a piece of writing. Strong words enlighten readers and clarify ideas but too many large or misplaced words can muddle the message. Great writing is never verbose. Writers should be economical with their words and choose only the best ones because every word is important. Linguistic awareness and a robust vocabulary are necessary for effective writing.

• Keep a word wall, adding to and discussing it frequently.
• Show students a paragraph with words missing. Offer options for words to put in the blanks and explain why some of them are better than others.
• Introduce students to thesauruses. Teach that a well-rounded vocabulary is useful but caution against overdoing it by having them first replace as many words as they can in a paragraph and then only words that make sense to replace.

This trait describes the smoothness that sentences contribute to a piece. Fluent writing is rhythmic and forward-moving because its sentences are easy to read. Even more important to sentence fluency that correctness and grammar are meaning and variety. The best writers make sure that each of their sentences says precisely what it is supposed to say and vary their sentence structures so that they don't all resemble each other.

• Write a story where every single sentence begins and ends in the exact same way. Talk with your class about why this is problematic and have them help add variety to the sentence structures.
• Rearrange the sentences in a popular piece of writing. Have the students fix it and talk about why it matters that sentences flow easily into each other.
• Have students take a sentence in a piece of informational writing and flip the words around. Does it make more or less sense? Is their way better or worse?

This trait focuses on the correctness of a piece in terms of spelling, grammar, punctuation, and other rules. Writing can only be great if it is technically correct. Great writers are proficient punctuators, capable spellers, and grammar savants. Conventions require time and patience to master but are easy to practice.

• Give your students a word to correctly work into a sentence. Begin with simple sentence parts such as subjects and verbs and progressively get more difficult with adverbs, adjectives, and more.
• Teach students to peer review each other's work for correctness. They do not need to correct every tiny detail. Rather, focus on one skill at a time (punctuation, capitalization, etc.).
• Use curriculum materials such as handouts and mini-lessons to teach conventions.
• Nast, Phil . “6 + 1 Trait Writing.”  National Education Association .
• “What Are the Traits?”   Education Northwest , Dec. 2012.
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• The Writer's Voice in Literature and Rhetoric
• 10 Learning Strategies to Use in Your Classroom
• 6 Steps to Writing the Perfect Personal Essay
• Cartoon Strip Social Interactions
• 11 Quick Tips to Improve Your Writing
• Miss Nelson Is Missing Lesson Plan
• How to Teach English Using Newspapers
• What Is Tone In Writing?
• How Dyslexia Impacts Writing Skills
• revision (composition)
• Stylistics and Elements of Style in Literature
• How to Teach Topic Sentences Using Models
• Predictions to Support Reading Comprehension
• Conceptual Meaning: Definition and Examples
• Activities to Practice Decoding Skills for Reading

What Is Creative Writing? (Ultimate Guide + 20 Examples)

Creative writing begins with a blank page and the courage to fill it with the stories only you can tell.

I face this intimidating blank page daily–and I have for the better part of 20+ years.

In this guide, you’ll learn all the ins and outs of creative writing with tons of examples.

What Is Creative Writing (Long Description)?

Creative Writing is the art of using words to express ideas and emotions in imaginative ways. It encompasses various forms including novels, poetry, and plays, focusing on narrative craft, character development, and the use of literary tropes.

Table of Contents

Let’s expand on that definition a bit.

Creative writing is an art form that transcends traditional literature boundaries.

It includes professional, journalistic, academic, and technical writing. This type of writing emphasizes narrative craft, character development, and literary tropes. It also explores poetry and poetics traditions.

In essence, creative writing lets you express ideas and emotions uniquely and imaginatively.

It’s about the freedom to invent worlds, characters, and stories. These creations evoke a spectrum of emotions in readers.

Creative writing covers fiction, poetry, and everything in between.

It allows writers to express inner thoughts and feelings. Often, it reflects human experiences through a fabricated lens.

Types of Creative Writing

There are many types of creative writing that we need to explain.

Some of the most common types:

• Short stories
• Screenplays
• Flash fiction
• Creative Nonfiction

Short Stories (The Brief Escape)

Short stories are like narrative treasures.

They are compact but impactful, telling a full story within a limited word count. These tales often focus on a single character or a crucial moment.

Short stories are known for their brevity.

They deliver emotion and insight in a concise yet powerful package. This format is ideal for exploring diverse genres, themes, and characters. It leaves a lasting impression on readers.

Example: Emma discovers an old photo of her smiling grandmother. It’s a rarity. Through flashbacks, Emma learns about her grandmother’s wartime love story. She comes to understand her grandmother’s resilience and the value of joy.

Novels (The Long Journey)

Novels are extensive explorations of character, plot, and setting.

They span thousands of words, giving writers the space to create entire worlds. Novels can weave complex stories across various themes and timelines.

The length of a novel allows for deep narrative and character development.

Readers get an immersive experience.

Example: Across the Divide tells of two siblings separated in childhood. They grow up in different cultures. Their reunion highlights the strength of family bonds, despite distance and differences.

Poetry (The Soul’s Language)

Poetry expresses ideas and emotions through rhythm, sound, and word beauty.

It distills emotions and thoughts into verses. Poetry often uses metaphors, similes, and figurative language to reach the reader’s heart and mind.

Poetry ranges from structured forms, like sonnets, to free verse.

The latter breaks away from traditional formats for more expressive thought.

Example: Whispers of Dawn is a poem collection capturing morning’s quiet moments. “First Light” personifies dawn as a painter. It brings colors of hope and renewal to the world.

Plays (The Dramatic Dialogue)

Plays are meant for performance. They bring characters and conflicts to life through dialogue and action.

This format uniquely explores human relationships and societal issues.

Playwrights face the challenge of conveying setting, emotion, and plot through dialogue and directions.

Example: Echoes of Tomorrow is set in a dystopian future. Memories can be bought and sold. It follows siblings on a quest to retrieve their stolen memories. They learn the cost of living in a world where the past has a price.

Screenplays (Cinema’s Blueprint)

Screenplays outline narratives for films and TV shows.

They require an understanding of visual storytelling, pacing, and dialogue. Screenplays must fit film production constraints.

Example: The Last Light is a screenplay for a sci-fi film. Humanity’s survivors on a dying Earth seek a new planet. The story focuses on spacecraft Argo’s crew as they face mission challenges and internal dynamics.

Memoirs (The Personal Journey)

Memoirs provide insight into an author’s life, focusing on personal experiences and emotional journeys.

They differ from autobiographies by concentrating on specific themes or events.

Memoirs invite readers into the author’s world.

They share lessons learned and hardships overcome.

Example: Under the Mango Tree is a memoir by Maria Gomez. It shares her childhood memories in rural Colombia. The mango tree in their yard symbolizes home, growth, and nostalgia. Maria reflects on her journey to a new life in America.

Flash Fiction (The Quick Twist)

Flash fiction tells stories in under 1,000 words.

It’s about crafting compelling narratives concisely. Each word in flash fiction must count, often leading to a twist.

This format captures life’s vivid moments, delivering quick, impactful insights.

Example: The Last Message features an astronaut’s final Earth message as her spacecraft drifts away. In 500 words, it explores isolation, hope, and the desire to connect against all odds.

Creative Nonfiction (The Factual Tale)

Creative nonfiction combines factual accuracy with creative storytelling.

This genre covers real events, people, and places with a twist. It uses descriptive language and narrative arcs to make true stories engaging.

Creative nonfiction includes biographies, essays, and travelogues.

Example: Echoes of Everest follows the author’s Mount Everest climb. It mixes factual details with personal reflections and the history of past climbers. The narrative captures the climb’s beauty and challenges, offering an immersive experience.

Fantasy (The World Beyond)

Fantasy transports readers to magical and mythical worlds.

It explores themes like good vs. evil and heroism in unreal settings. Fantasy requires careful world-building to create believable yet fantastic realms.

Example: The Crystal of Azmar tells of a young girl destined to save her world from darkness. She learns she’s the last sorceress in a forgotten lineage. Her journey involves mastering powers, forming alliances, and uncovering ancient kingdom myths.

Science Fiction (The Future Imagined)

Science fiction delves into futuristic and scientific themes.

It questions the impact of advancements on society and individuals.

Science fiction ranges from speculative to hard sci-fi, focusing on plausible futures.

Example: When the Stars Whisper is set in a future where humanity communicates with distant galaxies. It centers on a scientist who finds an alien message. This discovery prompts a deep look at humanity’s universe role and interstellar communication.

Watch this great video that explores the question, “What is creative writing?” and “How to get started?”:

What Are the 5 Cs of Creative Writing?

The 5 Cs of creative writing are fundamental pillars.

They guide writers to produce compelling and impactful work. These principles—Clarity, Coherence, Conciseness, Creativity, and Consistency—help craft stories that engage and entertain.

They also resonate deeply with readers. Let’s explore each of these critical components.

Clarity makes your writing understandable and accessible.

It involves choosing the right words and constructing clear sentences. Your narrative should be easy to follow.

In creative writing, clarity means conveying complex ideas in a digestible and enjoyable way.

Coherence ensures your writing flows logically.

It’s crucial for maintaining the reader’s interest. Characters should develop believably, and plots should progress logically. This makes the narrative feel cohesive.

Conciseness

Conciseness is about expressing ideas succinctly.

It’s being economical with words and avoiding redundancy. This principle helps maintain pace and tension, engaging readers throughout the story.

Creativity is the heart of creative writing.

It allows writers to invent new worlds and create memorable characters. Creativity involves originality and imagination. It’s seeing the world in unique ways and sharing that vision.

Consistency

Consistency maintains a uniform tone, style, and voice.

It means being faithful to the world you’ve created. Characters should act true to their development. This builds trust with readers, making your story immersive and believable.

Is Creative Writing Easy?

Creative writing is both rewarding and challenging.

Crafting stories from your imagination involves more than just words on a page. It requires discipline and a deep understanding of language and narrative structure.

Exploring complex characters and themes is also key.

Refining and revising your work is crucial for developing your voice.

The ease of creative writing varies. Some find the freedom of expression liberating.

Others struggle with writer’s block or plot development challenges. However, practice and feedback make creative writing more fulfilling.

What Does a Creative Writer Do?

A creative writer weaves narratives that entertain, enlighten, and inspire.

Writers explore both the world they create and the emotions they wish to evoke. Their tasks are diverse, involving more than just writing.

Creative writers develop ideas, research, and plan their stories.

They create characters and outline plots with attention to detail. Drafting and revising their work is a significant part of their process. They strive for the 5 Cs of compelling writing.

Writers engage with the literary community, seeking feedback and participating in workshops.

They may navigate the publishing world with agents and editors.

Creative writers are storytellers, craftsmen, and artists. They bring narratives to life, enriching our lives and expanding our imaginations.

How to Get Started With Creative Writing?

Embarking on a creative writing journey can feel like standing at the edge of a vast and mysterious forest.

The path is not always clear, but the adventure is calling.

Here’s how to take your first steps into the world of creative writing:

• Find a time of day when your mind is most alert and creative.
• Create a comfortable writing space free from distractions.
• Use prompts to spark your imagination. They can be as simple as a word, a phrase, or an image.
• Try writing for 15-20 minutes on a prompt without editing yourself. Let the ideas flow freely.
• Reading is fuel for your writing. Explore various genres and styles.
• Pay attention to how your favorite authors construct their sentences, develop characters, and build their worlds.
• Don’t pressure yourself to write a novel right away. Begin with short stories or poems.
• Small projects can help you hone your skills and boost your confidence.
• Look for writing groups in your area or online. These communities offer support, feedback, and motivation.
• Participating in workshops or classes can also provide valuable insights into your writing.
• Understand that your first draft is just the beginning. Revising your work is where the real magic happens.
• Be open to feedback and willing to rework your pieces.
• Carry a notebook or digital recorder to jot down ideas, observations, and snippets of conversations.
• These notes can be gold mines for future writing projects.

Final Thoughts: What Is Creative Writing?

Creative writing is an invitation to explore the unknown, to give voice to the silenced, and to celebrate the human spirit in all its forms.

Check out these creative writing tools (that I highly recommend):

Read This Next:

• What Is a Prompt in Writing? (Ultimate Guide + 200 Examples)
• What Is A Personal Account In Writing? (47 Examples)
• How To Write A Fantasy Short Story (Ultimate Guide + Examples)
• How To Write A Fantasy Romance Novel [21 Tips + Examples)

New Product! Create Academic and Professional Success with “Academic Vocabulary”!

Six Traits of Writing: Tips, Checklist, and Cheat Sheet

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!

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.

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.

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.

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!

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.

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!

The fastest, most effective way to teach clear, organized paragraph and multi-paragraph writing… Guaranteed!

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The Six Trait Writing Process

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Teach Kids Drama!

How a Shared Vocabulary Provides a Foundation for Primary Student Writers

It’s just flat-out confusing to students at any age when we use new terminology to describe something they have already learned. Imagine if we taught our primary students how to “add” and “subtract” one year, and then taught them how to “plus” and “minus” the following year. Wouldn’t most students think they were learning something completely new? Using new terminology from year to year doesn’t help students move toward deep understanding.

Using consistent terminology also gives teachers something we desperately crave: time. We save a great deal of time when we don’t have to reteach the same concepts over and over. Instead of starting at square one every year, we can review and quickly move to new work that is challenging and interesting to students.

In my book,  6+1 Traits of Writing: The Complete Guide for Primary Grades , I outline a common vocabulary that captures the key characteristics of writing—specific traits that can be used as a foundation for writing instruction. Those traits include:

• Ideas : the meaning and development of the message
• Organization : the internal structure of the piece
• Voice : the tone of the piece—the personal stamp that the writer brings to it
• Word Choice:  the specific vocabulary the writer uses to convey meaning
• Sentence Fluency : the way the words and phrases flow throughout the text
• Conventions : the mechanical correctness of the piece
• Presentation : the overall appearance of the work

We also must remember that the writing process is just that, a process. Its beginning, middle, and end flow like a river, always going somewhere but often taking its own sweet time to get there. As a result, we need to show primary students what it’s like to be a writer and how to think aloud on paper. We also need to open the door to possibilities in writing, giving students topic choices, teaching them skills, showing them how to work through problems, and allowing them time to arrive at solutions. We need to show them the steps that successful writers follow so they can follow those steps in their own work.

The writing process can be broken down into teachable and manageable steps, which, as I mentioned earlier, need not be followed in lockstep fashion, especially by primary writers.

• Prewriting : The writer comes up with ideas for the work.
• Drafting : The writer gets the ideas down in rough form.
• Sharing : The writer gets feedback on the draft from a reader or listener.
• Revising : The writer makes reflective choices based on the first five traits.
• Editing : The writer “cleans up” the piece, checking for correct capitalization, punctuation, spelling, paragraphing, grammar, and usage.
• Publishing : The writer goes public!

Every time our primary writers put pencil to paper, we want them to realize that they have choices—that the writing process is a series of flexible steps for them to use to help them write well.

To learn more about  6+1 Traits of Writing: The Complete Guide for Primary Grades , you can purchase the book  here .

About the author:

Ruth Culham, Ed.D.,  has published more than 40 best-selling professional books and resources with Scholastic and the International Literacy Association on the traits of writing and teaching writing using reading as a springboard to success. Her steadfast belief that every student is a writer is the hallmark of her work. As the author of  Traits Writing: The Complete Writing Program for Grades K–8  (2012), she has launched a writing revolution.  Traits Writing  is the culmination of 40 years of educational experience, research, practice, and passion.

6 Ways to Set the Stage for Teaching Conventions to Primary Writers

As teachers, we must set the stage for teaching conventions by first remembering 2 rules of thumb:

• Teach skills one at a time and in the context of their own work.
• Let them do the editing, no matter how simple.

Sadly, teachers work many hours editing student papers, only to find that students do less and less editing on their own over time, not more. Moreover, if we edit for them, they don’t internalize skills or apply them consistently every time they write. The only way to help students gain skill in conventions is to show them how to edit, one skill at a time, and hold them accountable for using that knowledge when they make final copies.

Additionally, a child may actually be able to put capitals on the first word of ten sentences on the worksheet, but the more important question is, Can this same child actually write a sentence? And if she can, does she put a capital at the beginning? Does she know how to use space between words in the phrase or sentence? This is where our time should go when teaching conventions—not in the isolated skill-and-drill exercises but making sure students can create text that shows what they know about editing.

In my book,  6+1 Traits of Writing: The Complete Guide for Primary Grades , I offer a few more ideas to help set the stage for teaching conventions to primary writers. These 6 strategies will help you create your own conventions-ready classroom:

1.     Post easy-to-read conventions rules with examples so that students can refer to them as they write.

2.     Create a poster of editing symbols for use by students as they edit.

3.     Create an editing center with highlighter markers, paper, pens, pencils, tape, scissors, and copies of the student-friendly guide to assessing conventions.

4.     Use word-processing software that allows students to highlight problems in spelling, capitalization, and punctuation as they draft.

5.     Make personal word lists and dictionaries to assist students with spelling.

6.     Keep simple style guides handy for reference.

Teaching conventions is important. When students are not using conventions to help readers understand the writing, they fall at the bottom of the Primary Scoring Guide for conventions. When they can spell simple words correctly, use basic punctuation marks such as periods, and differentiate between upper- and lowercase letters, they fall in the middle range. When their spelling is accurate even on a few challenging words and their basic capitalization and punctuation usage are correct, they are at the top of their game. You may even see paragraph-indenting and standard grammar in the writing.

Find more tips and ideas for teaching writing to primary students with  6+1 Traits of Writing: The Complete Guide for Primary Grades . You can purchase the book  here .

Elements of Creative Writing

J.D. Schraffenberger, University of Northern Iowa

Rachel Morgan, University of Northern Iowa

Grant Tracey, University of Northern Iowa

Copyright Year: 2023

ISBN 13: 9780915996179

Publisher: University of Northern Iowa

Language: English

Formats Available

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Learn more about reviews.

Reviewed by Robert Moreira, Lecturer III, University of Texas Rio Grande Valley on 3/21/24

Unlike Starkey's CREATIVE WRITING: FOUR GENRES IN BRIEF, this textbook does not include a section on drama. read more

Comprehensiveness rating: 4 see less

Unlike Starkey's CREATIVE WRITING: FOUR GENRES IN BRIEF, this textbook does not include a section on drama.

Content Accuracy rating: 5

As far as I can tell, content is accurate, error free and unbiased.

Relevance/Longevity rating: 5

The book is relevant and up-to-date.

Clarity rating: 5

The text is clear and easy to understand.

Consistency rating: 5

I would agree that the text is consistent in terms of terminology and framework.

Modularity rating: 5

Text is modular, yes, but I would like to see the addition of a section on dramatic writing.

Organization/Structure/Flow rating: 5

Topics are presented in logical, clear fashion.

Interface rating: 5

Navigation is good.

Grammatical Errors rating: 5

No grammatical issues that I could see.

Cultural Relevance rating: 3

I'd like to see more diverse creative writing examples.

As I stated above, textbook is good except that it does not include a section on dramatic writing.

Table of Contents

• Introduction
• Chapter One: One Great Way to Write a Short Story
• Chapter Two: Plotting
• Chapter Three: Counterpointed Plotting
• Chapter Four: Show and Tell
• Chapter Five: Characterization and Method Writing
• Chapter Six: Character and Dialouge
• Chapter Seven: Setting, Stillness, and Voice
• Chapter Eight: Point of View
• Chapter Nine: Learning the Unwritten Rules
• Chapter One: A Poetry State of Mind
• Chapter Two: The Architecture of a Poem
• Chapter Three: Sound
• Chapter Four: Inspiration and Risk
• Chapter Five: Endings and Beginnings
• Chapter Six: Figurative Language
• Chapter Seven: Forms, Forms, Forms
• Chapter Eight: Go to the Image
• Chapter Nine: The Difficult Simplicity of Short Poems and Killing Darlings

Creative Nonfiction

• Chapter One: Creative Nonfiction and the Essay
• Chapter Two: Truth and Memory, Truth in Memory
• Chapter Three: Research and History
• Chapter Four: Writing Environments
• Chapter Five: Notes on Style
• Chapter Seven: Imagery and the Senses
• Chapter Eight: Writing the Body
• Chapter Nine: Forms

Back Matter

• Contributors
• North American Review Staff

Ancillary Material

• University of Northern Iowa

About the Book

This free and open access textbook introduces new writers to some basic elements of the craft of creative writing in the genres of fiction, poetry, and creative nonfiction. The authors—Rachel Morgan, Jeremy Schraffenberger, and Grant Tracey—are editors of the North American Review, the oldest and one of the most well-regarded literary magazines in the United States. They’ve selected nearly all of the readings and examples (more than 60) from writing that has appeared in NAR pages over the years. Because they had a hand in publishing these pieces originally, their perspective as editors permeates this book. As such, they hope that even seasoned writers might gain insight into the aesthetics of the magazine as they analyze and discuss some reasons this work is so remarkable—and therefore teachable. This project was supported by NAR staff and funded via the UNI Textbook Equity Mini-Grant Program.

About the Contributors

J.D. Schraffenberger  is a professor of English at the University of Northern Iowa. He is the author of two books of poems,  Saint Joe's Passion  and  The Waxen Poor , and co-author with Martín Espada and Lauren Schmidt of  The Necessary Poetics of Atheism . His other work has appeared in  Best of Brevity ,  Best Creative Nonfiction ,  Notre Dame Review ,  Poetry East ,  Prairie Schooner , and elsewhere.

Rachel Morgan   is an instructor of English at the University of Northern Iowa. She is the author of the chapbook  Honey & Blood , Blood & Honey . Her work is included in the anthology  Fracture: Essays, Poems, and Stories on Fracking in American  and has appeared in the  Journal of American Medical Association ,  Boulevard ,  Prairie Schooner , and elsewhere.

Grant Tracey   author of three novels in the Hayden Fuller Mysteries ; the chapbook  Winsome  featuring cab driver Eddie Sands; and the story collection  Final Stanzas , is fiction editor of the  North American Review  and an English professor at the University of Northern Iowa, where he teaches film, modern drama, and creative writing. Nominated four times for a Pushcart Prize, he has published nearly fifty short stories and three previous collections. He has acted in over forty community theater productions and has published critical work on Samuel Fuller and James Cagney. He lives in Cedar Falls, Iowa.

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Support 6+1 Trait Writing with Digital Tools

During the 1980’s, the Northwest Regional Educational Laboratory (NCREL) teamed up with teachers searching for a comprehensive way to assess student writing. The resulting guidelines consider six aspects of writing, including ideas, organization, voice, word choice, sentence fluency, and conventions, as well as how the writing is presented (presentation). In addition to providing a framework for evaluation, the 6+1 system helps students understand the characteristics of “good” writing and assists them in indentifying specific steps they can take to improve their writing.

If you use digital writing tools, like Wixie , in your classroom, you already know how students can use technology to combine text, images, and voice recording to publish writing as booklets, comics, trading cards, online storybooks, and more. Designing these real-world writing products provides a powerful opportunity for students to develop the 6+1 traits of writing.

This trait refers to the main message the student’s writing is intended to convey. Ideas should be supported by details that are interesting, important and informative.

Begin the process by brainstorming ideas. You can encourage this process with a cluster diagram around a central idea or even main character. A cluster or web that includes a pre-existing number of ideas sets an expectation for the number of ideas they should generate. If students will come up with more ideas than are included in a traditional cluster, have them brainstorm on blank paper.

Combining their writing with images they have drawn and clip art they have added can help them clarify their thinking. If writing needs more ideas and details, have students look at the images they have added and record additional details they fine. Reluctant writers often add more details to original illustrations than their writing and sometimes it is helpful for them to write, draw, and then write again.

Organization

Organization refers to the structure of the writing. In organized writing, events proceed logically, information is provided to maintain readers’ interest, and the conclusion has a resolution to the problem. When writing an original story, or retelling and existing one, diagramming the plot can help them organize their writing, ensuring that it includes key plot elements.

Students can also use webbing tools or digital graphic organizers, like a sequence, main idea umbrella, or storyboard during the writing process. Creating these digitally makes it easy to take planning work with them digitally and to copy and paste into their digital writing products.

Effective use of voice helps writers show that a real person is talking, and that they care about the message the writing conveys. Voice is less about sharing the author’s personality than it is about imparting a tone to the writing to achieve a specific purpose.

To help students learn to convey passion in their writing, ask them to create public service announcements for topics they are passionate about. Creative software tools allow students to support their writing with images and recorded, narration, making it obvious how the narrator feels and wants the audience to feel about the topic.

Word Choice

Writers become truly effective when they are able to choose specific words to convey meaning. Interesting word choice and creative descriptions also help engage readers.

Students can improve their word choices and vocabulary using visual learning strategies. For example, ask students to examine photos or images, such as those from Pics4Learning.com , and describe what they perceive. As they focus on specific areas of an image they "encounter" words they might not otherwise use in their writing.

Students can also use webbing tools and digital cluster organizers to brainstorm additional word options to make writing more vibrant.

Fluency refers to the rhythm and flow of the writing. To help students identify problems with the fluency of their sentences and paragraphs, have them capture their voices as they read their writing aloud. As listen again and hear themselves trip over wording, they locate the places in their writing where they can adjust the wording or punctuation to improve the fluency of their writing.

Conventions

Writing conventions include spelling, punctuation, capitalization, grammar/usage, and paragraphing. Conventions often pose some of the biggest challenges as students work to become effective writers. Students want to complete an error free and beautiful work. Digital writing tools allow them to edit and correct more easily, leading them to write even more. Digital writing tools mean students can run a spell check to verify the accuracy of a text object or selection or enable the inline spelling and grammar check so they can learn to identify mistakes as they are typing.

Presentation

Presentation refers to how the writing looks on the page. Is there enough white space? Is the font large enough to read? Do illustrations support the content?

Publishing options like comic books, trading cards, podcasts, and online slideshows provides numerous ways to make presentation a motivating part of the writing process. These creative presentation formats continue to engage students, encouraging their writing while providing an authentic context for their work.

Digital-age writing and communication goes beyond pencil and paper. Digital tools provide powerful and creative options for student's to present their writing!

Using the 6+1 traits is an invaluable way to focus student effort as they hone their writing skills. Using creative technology tools for digital writing engages students in the process and encourages them to practice and build proficiency with each of the traits in the 6+1 model.

by Melinda Kolk

Melinda Kolk ( @melindak ) is the Editor of Creative Educator and the author of Teaching with Clay Animation . She has been helping educators implement project-based learning and creative technologies like clay animation into classroom teaching and learning for the past 15 years.

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Creating Writers: 6 Traits, Process, Workshop, and Literature

Vicki spandel.

460 pages, Paperback

First published July 28, 2012

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