Qualities of Good Writing

The qualities of good writing are those characteristics that make a reader want to read on, to finish the piece of writing because he/she is getting new ideas or information, and can follow what the writer is saying. Readers look for clear, focused and fresh ideas that are well organized and make sense. These are the two most basic qualities of good writing. If the writing is a rehash of some tired topic and/or the information is presented in a haphazard way, it will not have the impact intended by the writer.

Another characteristic that brings readers back to the same author or resource again and again is the writer's style. Some writers and teachers call this voice. Voice or style is developed through a writer's word choice, phrasing, pacing, topic choice and point of view. It's that quality that makes one writer's work distinctive from the work of another writer.

An overarching quality of good writing is its attention to the rules of writing. In writing that has a public audience (classmates, peers, teachers, community), the writing is usually expected to follow conventional spelling, punctuation and grammar rules. Those rules guide both the writer and readers, providing the best chance for the writer to convey his or her message. The audience and purpose of the writing determines how closely the writer needs to attend to the rules. For example, if the writing is a note to a friend, the rules are less important than when writing a letter of application or a job resume.

The qualities of good writing can be taught to all student writers and are the cornerstone of every exemplary writing curriculum. Generally, the qualities of ideas, organization and voice are most important while a writer is creating and developing a piece of writing; attention to rules of correctness are most important in the refining and polishing stage of writing.

Strategies that help students learn to develop these qualities in their writing:

• Share your own daily writing with your child. When appropriate, show him the lists you write, notes you make, your correspondences and e-mails.
• Have your child write letters, cards or e-mails to grandparents, family members and friends. Guide him on qualities that need attention and compliment him on qualities that are effectively incorporated into his writing.
• Ask your child to write about his day, an experience he wants to remember, the story (real or made up) that helps tell more about a photo, or the story that accompanies his own illustrations.
• While reading anything with your child, discuss the characteristics that you both really like or dislike about a piece of writing.
• Talk with your child about how the qualities of two pieces of writing are alike and different.
• Come up with a list of qualities you and your child think are important for the kind of writing your child is doing. For example, if he is writing directions, what are the most important qualities (organization, specific word choice, focus)?
• Read several examples of the same kind of writing with your child (from mystery stories to game directions to toy catalogs) and identify what qualities seem common to that kind of writing.

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