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6+1 Trait® Writing Research

  • Experimental Study on the Impact of the 6+1 Trait® Writing Model on Student Achievement in Writing

    This report presents the results of a study that examined the efficacy of professional development for teachers using the 6+1 Trait Writing model with respect to improving student writing skills.

  • Research on Writing with the 6+1 Traits

    The notion is widespread that children must learn to read before they can write. However, Bissex (1980), Chomsky (1971) and Graves (1983) found that young children begin writing as or even before they learn to read, because they have a need to communicate ideas and concepts that have been discovered by experience rather than in books. And this communication serves not only to share thoughts, but also to help organize them into coherent categories.

  • Six-Trait Writing Model Improves Scores at Jennie Wilson Elementary Journal of School Improvement

    Anecdotal data is supported by more systematic research studies like the one conducted in 1992-1993 in Portland, Oregon (NWREL, 1992-1993).

  • Study Findings on the Integration of Writing Assessment & Instruction

    Would it make a difference in analytic writing testing results to purposefully weave assessment strategies into the writing curriculum? In other words, can we document differences in writing performance between two groups of students-one group that was systematically taught how to use the six-trait analytic assessment scoring criteria as a tool for revision, while the other group participated in traditional writing process instruction without using an assessment component as a strategy for revision?