6+1 Writing Traits

Not• A writing curriculum.

• A quick fix, silver bullet, formula, magic potion, etc.

• Successful in classrooms where worksheets matter more than critical thinking.

IS

• A common language to talk about writing.

• A shared vision of what “good” looks like in all forms of writing.

• An assessment tool for teachers and students.

• A model for use in a writing-process classroom.

Writing Workshop Classroom

CraftLessons

(Mini lessons)

Guided Writing(Practice Own Work)

Individual Conferencing-Faux grading-look for revision/changes

-Only a couple of big final products -Don’t grade things in writing folder

-Revise, don’t recopy

Hierarchy

Writing WorkshopFormat- structure for organization

Writing ProcessProcess/Steps for writing(mother)

Writing TraitsModel- inside the writing process

WritingTraits

Writing Process

WritingWorkshop

Writing Process

Pre-write- GO, brainstorming, research…

Draft- get ideas down on paper.

Share/Feedback- labor intensive.

Revise- changes content (6 Traits).Edit- changes readability (mechanics/conventions)

Publish- finished copy

6 TraitsI- Idea

O- Organization

V- Voice

W- Word Choice

S- Sentence Fluency

C- Conventions ! ?

I- IdeasClear focus

Fresh/original

Learn something important

Writing makes sense

Includes interesting thoughtful details

Teaching the Ideas Trait 1. Selecting the idea (topic)

→ Making old ideas new- take simple ideas and work with them in new and clever ways.(Eat your vegetables, How the leopard got spots, Kindergarten- Treasure Box activity)

2. Narrowing the idea (focus)→R.A.F.T.S.- Role of the writer, Audience, Format, Topic, Strong verb.Role: KidneyAudience: Your host/bodyFormat: LetterTopic: What you need to stay healthyStrong verb: Explain

You are a kidney in a human body. Write a letter to your host to explain what you need to stay healthy.

Teaching the Ideas Trait cont..

3. Elaborating on the idea (development) → Ask Me a Question

→ Leave it out

→ Building Blocks When: Last night, the dog howled. Size: Last night, the enormous dog howled. Name a place: Last night, the enormous dog howled outside my house. Add a name: Last night, the neighbor’s enormous dog howled

outside my window.

4. Discovering the best information to convey the idea (details)

→ Show me, Don’t Tell Me

OrganizationHerding Cats

Logical structure or pattern of the writing.Points to remember:

An inviting introduction gets the reader started and gives clues٭ about what is to come.

.Thoughtful transitions link key points and ideas ٭

.Sequencing should be logical, purposeful, and effective ٭

-Pacing- speeding up for wide angle and slowing down for close ٭ ups- should be under control.

A satisfying conclusion wraps it all up, yet leaves the reader with ٭ something to wonder about.

Teaching OrganizationArranged so ideas shine, not in your face!

• Writing the introduction (a lead that hooks the reader)– Share student leads– Share examples from literature

∙ A thought-provoking question to make the reader wonder ∙ A little “sip” of the conclusion to get the reader’s

attention and pique his/her interest. ∙ A funny story or personal anecdote to set a humorous or

individual tone. ∙ A list of main points to introduce the topic in a serious,

logical, and straightforward manner. ∙ A dramatic, sweeping, or eye-opening statement. ∙ An expert quotation to establish credibility from the

start. ∙ The student’s own angle-one that readers have never

seen before.

Teaching Organization cont…• Developing the middle of the paper ( a core that is

logically organized and contains clearly linked details.

- Organize by space

-Organize by Time

-Organize by Content

-Organize by perspective

• Writing the conclusion (an ending that leaves the reader satisfied)

•A Profound Thought

• A Surprise

• A Quote

• A Challenge

Voice

• Energy (not personality)-Tone of the writing fits the purpose and audience.

• Point of view• Engaging (choices of voices)- The writer is excited

about the topic.• Powerful- The writer and the reader have a powerful

connection.• Passionate- The writing creates a reaction in the reader.• Full of conviction- The writer takes risks.

Teaching Voice

• Speaks directly to the reader on an emotional level.

-Poetry or songs• Experiments with style to match the purpose and

audience.

- collect short passages with a distinctive voice; share and compare.

• Taking risks by revealing the person behind the words.

- get students out of their comfort zone by taking another point of view ( Cinderella, The Three Bears.)

Word Choice

• Words paint a picture in the reader’s mind.• Just the “right words” make the message crystal

clear.• Words are accurate, specific, and powerful.• Active verbs add energy and punch

– She slowly walked into the room.– She sauntered into the room.

• The words/phrases have a marvelous sound- Onomatopoeia

- Alliteration

Teaching Word Choice

• Striking Language: Sharpening students’ descriptive powers.- Painting a picture with words.

• Exact Language: Using lively verbs, precise nouns, and accurate modifiers.

- The game of connotations

- Active and Passive Verbs

• Natural Language: Making it sound authentic.

- Your Personal Top Ten

- The Bad Writing Contest- Remember When?

• Beautiful Language: Choosing colorful words and phrases.

- Expanding small phrases to bigger ones.

- Yummy Words (nibble, gobble, snarf, munch) - Recreate an old song or story (Twinkle, Twinkle Little Star)

Sentence Fluency

• The words and phrases read smoothly and rhythmically.

• Smooth phrasing.

• The sentences are correctly constructed.

• The sentences begin differently.

• The sentences vary in length.

Teaching Sentence Fluency

• Establishing flow, rhythm, and cadence.

- Using fragments to add rhythm.

• Varying sentence length and structure.

- Slinky City

-End with a Noun

-Stretching Sentences

• Constructing sentences that enhance meaning.

- Using punctuation for emphasis

! Teaching Conventions?• Wait!

- Have students hold off editing till final draft.• Set Aside Editing time.

- Age appropriate task-Reward them for going back to edit.

• Ask Why?- “Why did you put a period there?”

• Model.- Have students help edit work on overhead.

• Keep Writing Tools Handy. - Have resources handy so students won’t have to go find them.

• Get ‘Em, One by One.- Have students look for one type of error at a time.

Presentation

• Uniform spacing.

• Legible and consistent handwriting.

• Appealing use of white space.

• Where necessary, bullets, numbers, side headings, and other markers that help readers access content.

• Effective integration of text and illustration, charts, graphs, maps, and tables.