6 + 1 Writing Traits

1. 6 + 1 Writing Traits based on the work of Northwest Regional Educational Laboratory and the Culham Writing Company

2. Objectives • Define each of the traits • Discuss and participate in activities that support the traits • Discuss scoring and rubric design

3. A Word (or two) about Writing • Writing is the most intellectually demanding of the four modes of communication • Writing is the LAST of the four to be mastered. • Writing at different points of the learning cycle takes different forms • Writing is not just a demonstration of what has been learned; writing is a means to learn.

4. Writing in the Learning Cycle • Introduction to new information • Presentation of new information • Processing information • Assessment of knowledge • Remediation or advancement

5. 1961 Study by Paul Diedrich, et.al. Ideas Mechanics Organization Wording/Phrasing Flavor 1984 NWREL (Teachers) Ideas and Content Organization Voice Word Choice Sentence Fluency Conventions Evolution of the Traits

6. Why Use the 6-Traits?

7. What Do the Traits Provide for Students? • The tools to self assess • The vocabulary to revise and discuss • Their own papers • The writings of their peers • A common understanding about what a grade means when their papers are returned • Consistency in teacher expectations

8. SD Writing Assessment http://doe.sd.gov/octa/assessment/stanfordwritingscores/index.asp

9. The 6 + 1 Traits • Ideas – details, development, focus • Organization – internal structure • Voice – tone, style, purpose, and audience • Word Choice – precise language and phrasing • Sentence Fluency – correctness, rhythm, and cadence • Conventions – mechanical correctness Presentation – handwriting, formatting, layout +1.

10. Using Literature to Teach Writing The picture book is a peculiar art form that thrives on genius, intuition, and a meticulous attention to its history and its various, complex components. The picture book is a picture puzzle, badly misunderstood by critics and condescended to by far too many as merely a trifle for “the kiddies”. ~ Maurice Sendak, author of Where the Wild Things Are

11. The Ideas Trait 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.

12. Ideas • Narrow and manageable topic • Relevant, quality details that go beyond the obvious • Accurate, supporting details • Fresh, original writing that reflects knowledge or experience • Readers’ questions are anticipated and answered • Insight

13. Generating Strong “Ideas” • Encourage students to be observers • Use pictures • Create webs or clusters of ideas • Probe for questions • Draw

14. Foldables

15. Strategies… • Rewrite a familiar story or procedure WITHOUT the details; then ask students to fill them in • Turn “non-fiction” topics into a story (Sir Cumference Math Adventures) • Write a general term on a notecard and ask students to fill in the details.

16. The Organization Trait Organization is the internal structure of a piece of writing, the thread of central meaning, the logical and sometimes intriguing pattern of the ideas.

17. Organization • An inviting introduction; a satisfying conclusion • Thoughtful transitions • Logical and effective sequencing • Well-controlled pacing • Original title • Smooth flow, matching purpose and audience

18. Importance of Organization • In any given unit of study, students need to sort details, establish main ideas, and see connections and patterns. • Students are expected to… • Classify terminologies • Compare elements/components • Identify characteristics • Establish chronology • Justify claims and cases • Identify causes, consequences and conditions • Formulate criticisms

19. Promoting “Organization” • Ask students to provide the “order” to familiar procedures, sentences, even cartoons. • Model organization by using many types of graphic organizers. • Ask students to identify story elements (character, setting, problem, solution, beginning/middle/end)

20. An OrganizationChallenge

21. Sharks • The shark’s jaw is located far back beneath his long snout, but this does not prevent him from biting directly into the flesh. • When he opens the jaw, the lower jawbone is thrust forward while the snout is drawn back and up, until it makes almost a right angle with the axis of his body.

22. Sharks • At this moment, the mouth is located forward of the head and no longer beneath it. • It resembles a large wolftrap, equipped with innumerable sharp and gleaming teeth. • The shark plants this mechanism in the body of his victim and uses the weight of his own body in a series of frenzied convulsions, transforming the teeth of the jawbones into saws.

23. Sharks • The force of this sawing effect is such that it requires no more than an instant for the shark to tear off a splendid morsel of flesh. • When the shark swims off, he has left a deep and perfectly outlined hole in the body of his victim. • It is terrifying and nauseating to watch.

24. Encouraging “Organization” • Model many, many graphic organizers and so that students select the most appropriate to fit their purpose • Articulate and discuss textual patterns

25. The Word Choice Trait Word choice is the use of rich, colorful, precise language that moves and enlightens the reader.

26. I always did well on the essay questions. Just put everything you know on there, maybe you’ll hit it. And then you’d get the paper back from the teacher, and she’s just written one word across the entire page, “vague.” I thought “vague” was kind of a vague thing to say. I’d write underneath it, “unclear,” 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 SeinLanguage (1993)

27. Word Choice • Specific and accurate words • Striking words and phrases • Natural, effective, and appropriate language • Lively verbs, specific nouns and modifiers • “The bug crawled across the floor” • “The cockroach skittered across the carpet.” • Language choices enhance meaning and clarify understanding • Obvious precision

28. Promoting Powerful “Word Choice” • Discuss and display subject or content-specific vocabulary • Discuss transition words for identified purpose • Encourage students to “play” with new words • Construct a continuum to show how words grow from specific examples to general concepts • Discourage the use of “empty words” • Consider how connotations impact word choice

29. Teaching Word Choice • Teach short statements – live within a budget of fifty words. • Promotes precision and conciseness • Collection of verbs for every subject • “Retire” the tired words and brainstorm alternatives to common words • Encourage word acquisition in “real-world” situations • Put good resources to work (thesaurus, dictionary)

30. The Power of Advertisements • Catalog Descriptions • www.woot.com

31. The Voice Trait The 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.

32. Voice • Interesting and appropriate tone • Strong interaction with the reader • Risks are taken • Strong commitment (expository or persuasive) • Honest, personal, and engaging (narrative)

33. Encouraging “Voice” • Draw or articulate emotions • Use colors to represent voice • Discuss the voices you hear in books, media, etc… • Use unique voices regularly

34. Whose VoiceIs It?

35. Spiders

36. Sentence Fluency(the auditory trait) Sentence 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.

37. Sentence Fluency • Sentence construction that underscores and enhances meaning • Sentence variety in both length and structure • Purposeful and varied sentence beginnings • Creative and appropriate connectives • Cadence

38. Promoting “Sentence Fluency” • Use Tongue Twisters • Read aloud to yourself (whisper phones) • Use a variety of poetry • Use music • Try choral readings • Sentence stretching • Use sentence strips for sentence beginnings • Create visuals of sentence length

39. YO! YES?

40. Putting Your Writing on a Diet

41. Putting Your Writing on a Diet • The stadium has ample parking space. • There is no shortcut to learning bridge. • In the appendix is a complete list of references to the author’s previous works. • The ability to write well is essential to success in business.

42. Putting Your Writing on a Diet • She joined the company at a higher salary than she expected to receive when she applied for the position. • Let’s discuss this later. • His first novel was not a success, but after his second made the best-seller list, the first began to sell better.

43. Putting Your Writing on a Diet • All fire extinguishers in the complex must be inspected monthly. • At first, a diet and exercise program might not produce the results you expected, but don’t become discouraged. • A number of important issues were discussed in detail during the meeting.

44. Conventions Conventions are the mechanical correctness of the piece – spelling, grammar and usage, paragraphing, use of capitals, and punctuation.

45. Conventions • Correct spelling (generally) • Accurate punctuation • Consistent application of capitalization skills • Correct grammar and usage • Sound paragraphing • Manipulation of conventions is appropriate.

46. A Note About Spelling “Conventionally correct spelling is a lifelong goal which virtually no one (including professional editors) masters totally without the support of helpful resources (dictionaries and spell-checkers).” from Seeing with New Eyes

47. Teach Students to Edit Their Own/Their Peers’ “Conventions” • Use highlighters to identify specific words or phrases • To find spelling errors, begin reading the paper from the end • Use an editing checklist.

48. Dear John

49. The Presentation Trait Presentation zeros in on the form and layout of the text and its readability; the piece should be pleasing to the eye.

50. Presentation • Handwritten: consistent slant and uniform spacing • Word-processed: appropriate fonts and font sizes • Style markers (bullets, headings, page numbers, etc…) are appropriate • Effective integration of text and illustrations and graphics (charts, maps, table, etc…)