Theoretical Information

Though I have cited Culham (2003) previously, a little background information on the Traits has never hurt. 

Below is an overview of the Traits.  Based on my pre-assessment data (and time constraint), I focused on sentence fluency, word choice and conventions.  These posed as the highest needs for this particular group of students.

6 + 1 Traits Overview
Ideas	Ideas make up the content of the piece of writing, otherwise known as the heart of the message.
Organization	Organization is the internal structure of the piece, the thread of meaning, the logical pattern of the ideas.
Voice	Voice is the soul of the piece.  It’s what makes the writer’s style singular, as his or her feelings and convictions come out through the words.
Word Choice	Word choice is at its best when it includes the use of rich, colorful, precise language that moves and enlightens the reader.
Sentence Fluency	Sentence fluency is the flow of the language, the sound of word patterns- the way the writing plays to the ear, not just the eye.
Conventions	Conventions represent the piece’s level of correctness- the extent to which the writer uses grammar and mechanics with precision.
+1 Presentation	Presentation zeros in on the form and layout- how please the piece is to the eye.
(Culham, 2003, p. 11-12).

Because my students are flexibly grouped, and the fact that I could find little research on strategies to utilize with higher-ability and gifted students.  Additionally, all the research done on the Six Traits showed improvements amongst lower achieving students and not so much with the higher-achieving students.

Below are the resources that I've collected to help mold my action research model into what it is today:

Albertson, L. R., & Billingsley, F. F. (2001).  Using Strategy Instruction and Self-Regulation to Improve Gifted Students’ Creative Writing.  Journal of Secondary Gifted Education, 12(2), 90.

Coe, M., Hanita, M., Nishioka, V. & Smiley, R.  (2011).  An Investigation of the Impact of the 6 + 1 Trait Writing Model on Grade 5 Student Writing Achievement.  United States Department of Education.

Culham, R.  (2003).  6 + 1 Traits of writing: The complete guide grades 3 and up.  Portland, OR: Northwest Regional Educational Laboratory.

DeJarnette, N. K. (2008).  Effects of the 6 + 1 Trait Writing Model on Student Writing Achievement.  Liberty University: College of Education.

Diederich, P. B.  (1974).  Measuring growth in english.  Urbana, IL: National Council Teachers of English.

Flyte-Rettler, J. L. (2004).  Improving Fourth Grade Students’ Writing Skills with 6 + 1 Traits of Writing, Graphic Organizers, and Writer’s Workshop.  Oshkosh, WI: University of Wisconsin.

Higgins, B., Miller, M., & Wegmann, S.  (2006).  Teaching to the test…not!  Balancing best practice and testing requirements in writing.  Reading Teacher, 60(4), 310-319.  doi: 10.1598/RT.60.4.1.

Mertler, C. A.  (2012).  Action research: Improving schools and empowering educators. Thousand Oaks, CA: Sage.

Wearmouth, J., Berryman, M., & Whittle, L. (2011). 'Shoot for the moon!' Students' identities as writers in the context of the classroom. British Journal of Special Education, 38(2), 92-99. doi:10.1111/j.1467-8578.2011.00502.x