Write Traits An Introduction to the Six Traits of Writing Part One

1. WriteTraitsAn Introduction to the Six Traits of Writing Part One

2. “I always did well on essay tests. Just put everything you know on there, maybe you’ll hit it. And then you get the paper back from the teacher and she’s written just one word across the top of the page, “vague.” I thought “vague” was kind of vague. I’d write underneath it “unclear,” and send it back. She’d return it to me, “ambiguous.” I’d send it back to her, “cloudy.” We’re still corresponding to this day … “hazy” … “muddy”…”Jerry Seinfeld (SeinLanguageBantam Books: 1993)

3. Seinfeld’s teacher was surely the exception, not the rule. Studies show that most teachers spend a superhuman number of hours writing very specific comments on papers, but it would help to have a common vocabulary that everyone is familiar with.

4. The Six-Trait Model for Writing Instruction and Assessment has an easy-to-understand, practical vocabulary that can be adapted to fit Kindergarten through 12th grade and a variety of modes/genres of writing.

5. An Overview of the Six Traits • The Six Traits are basically a summary of what teachers value in writing— What makes writing work? • Ideas • Organization • Voice • Word Choice • Sentence Fluency • Conventions

6. Ideas“Ideas are the heart of the message, the content of the piece, the main theme, together with the details that enrich and develop that theme.” Teach ideas by: • Demystifying the process by writing alongside the students— Model, model, model! • Reading aloud from books with good detail or strong imagery • Showing students how to eliminate “filler” • Helping students create questions to expand and clarify an idea

7. Organization • Organization is the internal structure, the thread of central meaning, the logical and sometimes intriguing pattern of the ideas within a piece of writing. • Teach organization by: • Working on strong leads • Brainstorming “transition” words • Practicing the art of sequencing effectively • Matching organizational patterns with sample text • Working on strong conclusions • Model your own thinking as you organize thoughts for a paper

8. Voice- Voice is the heart and soul, the magic, the wit, along with the feeling and conviction of the individual writer coming out through the words. Teach voice by: • Reading aloud from voice-filled text • Researching a topic prior to writing– knowledge creates a confident voice • Choosing topics about which the writer feels enthusiastic • Identifying key questions that help bring topics to life • Model

9. Samantha Abeel’s second grade voice (A “show and tell” memory from My Thirteenth Winter) I lift the paper grocery bag from the place where I am sitting and I move to the table in front of the class. I set the bag down and unroll the folded top. I look down, reach into the bag, and then pull my hands out quickly, saying, “Be nice and behave.” Everyone in the class begins to lean in closer, curiosity spreading, all of them wondering what I have in my paper sack. I place my hands back in the bag and after a little struggle, I pretend to lift something fairly heavy up and out of the sack. “This,” I say to the class, “is my invisible pet dragon.” A heavy silence falls upon my classmates, along with a few confused looks. “If you are all really good,” I continue, “I will let him go so you can watch him fly around the room.” More silence and wide, wide eyes.

10. Word ChoiceWord choice is the use of rich, colorful, precise language that moves and enlightens the reader. Teach word choice by: • Working with words within the context of meaning • Encouraging precise language • Sharpening writing with active verbs, precise nouns, and accurate modifiers • Reading aloud to students so they can appreciate the language. • Model

12. Sentence FluencySentence fluency is the rhythm and flow of the language, the sound of word patterns, the way in which the writing plays to the ear – not just to the eye. Teach Sentence Fluency by: • Reading aloud pieces of literature that “play to the ear” • Having students block their sentences to check for variety in length. • Encouraging variety in beginnings and lengths of sentences • Pairing short, choppy sentences with longer sentences • Showing models that do not always follow the subject, verb pattern • Model

13. “Edit out loud. Listen to the music of the draft and tune it so that each paragraph, each line, each word, each space between words creates a beat and melody that supports and advances the meaning of the draft.” -Donald Murray

14. ConventionsConventions are like the mechanical correctness of the piece – spelling, paragraphing, grammar and usage, punctuation, and use of capitals. Teach conventions by: • Teaching copy editor’s symbols and showing students how to use them • Keeping writing tools, such as a good dictionary,grammar handbook, and thesaurus, accessible in the classroom • Reading backwards for spelling errors • Providing numerous opportunities for students to practice editing • Model– Show students how you edit your own writing

15. Dear John, I want a man who knows what love is all about. You are generous, kind, thoughtful. People who are not like you admit to being useless and inferior. You have ruined me for other men. I yearn for you. I have no feelings whatsoever when we’re apart. I can be happy forever. Will you let me be yours? Gloria

16. Dear John, I want a man who knows what love is. All about you are generous, kind, thoughtful people who are not like you. Admit to being useless and inferior. You have ruined me. For other men, I yearn. For you, I have no feelings whatsoever. When we’re apart, I can be happy forever. Will you let me be? Yours, Gloria

17. Part Two- The Write Traits Notebook • Overview • Components • Write Traits as a teaching tool From a presentation developed by Karen Bauer, High School Literacy Mentor (NB School District # 2)

18. Structure of the Write Traits Notebook: Advanced Level The Notebook looks at writing over four genres: • Personal/narrative • Persuasive • Informational/expository • Business/professional

19. Using the Write Traits Rubrics -Suggested scores are given for each practice paper. -It is more important that students can distinguish between a strong paper and one in progress than it is to agree on a specific score. -Understanding and using the rubrics will allow students to assess all writing, including their own.

20. Components in Write Traits Advanced • Teacher pages- blue pages that take the teacher step-by-step through each part of the program. • Student pages- grey pages that take the students through 24 practice lessons (four per trait) and 24 sample papers (four papers per trait) • Fold-out posters- one for each genre showing how the traits support each genre • Overhead transparencies- for whole-class scoring or discussion • Blackline Masters- for making hard copies on which students can write

21. Teaching the Traits Units • Six units, one per trait • Each unit contains an overview, four lessons to build strength in the focus trait, and a unit summary. • Each lesson focuses on one of the four specific genres. • Sample papers are in pairs, showing successful and less successful applications of the trait in two of the four genres • A rubric is provided for assessing each trait on both a 6 and 5 point scale; the six point within the lessons and the 5 point in the appendix

22. Trait Connecting a to Classroom Practice • Examine one section of the Write Traits Notebook: Advanced Level-- Organization • Lessons to teach organization • Sample Papers-- “Oh, Baby- What a Night” & “A Trip to Remember”

23. Trait Connecting a to Classroom Practice- Jigsaw Activity • Examine one section of the Write Traits Notebook: Advanced Level. • What are aspects you would use in your classroom? • How might you link the trait to favorite lessons in your repertoire? • Share your trait with the group.

24. Teachers using the traits often use one, all or any combination of the following steps: • 1. Introduce a trait through interesting literature. • 2. Do hands-on activities to help students understand what it is and how to improve it in their own writing. • 3. Guide them through the analysis of anonymous sample papers. • 4. Follow with a writing assignment that targets that trait. • 5. Use the 6-trait rubric to provide useful feedback. • 6. Guide students through revising their papers based on that feedback. • 7. Use a pre-identified rubric to assign a grade to the paper.

25. Wrap-up • Questions • Comments