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A workshop designed to look at the basics of the 6 traits and how they can apply to the teaching of writing across the curriculum
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WRITING ACROSS THE WRITING ACROSS THE CURRICULUMCURRICULUM
Exploring the 6 TraitsExploring the 6 Traits
Shanghai American School, Pudong CampusShanghai American School, Pudong CampusShanghai, ChinaShanghai, China
February 11, 2008February 11, 2008Presenter: Fay LeongPresenter: Fay Leong
Expectations?Expectations?
What do you What do you hopehope
to get out of to get out of this this
workshop?workshop?
How do you feel about teaching writing?
Edvard Munch, The Scream, 1893
Why do we write?Why do we write?
The reason one writes isn't the The reason one writes isn't the fact he wants to say fact he wants to say something. He writes because something. He writes because he has something to say.he has something to say.
F. Scott Fitzgerald F. Scott Fitzgerald
Essential questionsEssential questions
What kind of writing do we expect What kind of writing do we expect
our students to be learning/doing?our students to be learning/doing?
Once we know the purpose, Once we know the purpose,
what characteristics make good writing?what characteristics make good writing?
Writing FrameworksWriting Frameworks
No framework = a big messNo framework = a big mess
When something can be read When something can be read without effort, great effort has without effort, great effort has gone into its writing.gone into its writing.
Enrique Jardiel Poncela Enrique Jardiel Poncela
(Spanish playwright, 1901 – 1952)(Spanish playwright, 1901 – 1952)
Different frameworksDifferent frameworks
6+1 Traits6+1 Traits
RAFT (Role, Audience, Format, RAFT (Role, Audience, Format, Topic)Topic)
To use any framework you To use any framework you
must first decide on the form must first decide on the form
of writing that you wantof writing that you want
Different FormsDifferent Forms
One example:One example: RecountRecount - - the news, events, timelinesthe news, events, timelines;; ProcedureProcedure - -flowcharts, recipesflowcharts, recipes;; DescriptionDescription - -events, objects, points of viewevents, objects, points of view;; ReportReport - - order and manipulate informationorder and manipulate information;; ExplanationExplanation - -cause and effect, how and whycause and effect, how and why;; ArgumentArgument - -generate and evaluate solutions to generate and evaluate solutions to
problemsproblems;; DiscussionDiscussion - -perspective, evaluation, thinkingperspective, evaluation, thinking
David Whitehead, Writing Frameworks: Easy-to-Use Structures for Creating Confident, Successful David Whitehead, Writing Frameworks: Easy-to-Use Structures for Creating Confident, Successful Writers, 2003Writers, 2003
6+1 Traits6+1 Traits
What is the 6+1 Traits format?What is the 6+1 Traits format?
IdeasIdeas OrganizationOrganization Word ChoiceWord Choice VoiceVoice Sentence FluencySentence Fluency ConventionsConventions PresentationPresentation
Traits are simply
the building blocks
of writing
IdeasIdeas
RequiredRequired content content
Key focus should be obvious - Key focus should be obvious -
supported by supported by relevantrelevant detailsdetails
that expand on that focusthat expand on that focus
Message Message clearlyclearly conveyed. conveyed.
Not predictableNot predictable
Presenting Presenting insight/depthinsight/depth within within
the themethe theme
OrganizationOrganization
A strong A strong framework/structureframework/structure CentralCentral idea maintained throughout idea maintained throughout Must suit the Must suit the purposepurpose (report, analysis, expository) (report, analysis, expository) Has a clear Has a clear beginningbeginning DirectionDirection is obvious and controlled throughout – is obvious and controlled throughout –
providing substanceproviding substance ConnectionsConnections between ideas provide the foundation of between ideas provide the foundation of
the piece/structurethe piece/structure Has an emphatic ending that brings Has an emphatic ending that brings closureclosure to the to the
central idea/themecentral idea/theme
VoiceVoice
The writer behind the words is obviousThe writer behind the words is obvious
A clear sense of A clear sense of engagementengagement
‘‘Jumps’ off the pageJumps’ off the page
How do you want to help the student How do you want to help the student create this?create this?
Zest. Gusto. How rarely one hears these Zest. Gusto. How rarely one hears these words used. How rarely do we see people words used. How rarely do we see people living, or for that matter, creating by them. living, or for that matter, creating by them. Yet if I were asked to name the most Yet if I were asked to name the most important items in a writer’s make-up, the important items in a writer’s make-up, the things that shape his material and rush things that shape his material and rush him along the road to where he wants to him along the road to where he wants to go, I could only warn him to look to his go, I could only warn him to look to his zest, see to his gusto.zest, see to his gusto.
Ray Bradbury Ray Bradbury
Word ChoiceWord Choice
The language suits the purposeThe language suits the purpose PrecisePrecise RichRich Engaging Engaging Writer has carefully chosen words that Writer has carefully chosen words that
gives depth to the ideasgives depth to the ideas Careful use of everyday words as well as Careful use of everyday words as well as
subject specific vocabularysubject specific vocabulary
Sentence FluencySentence Fluency
Is the writing stilted?Is the writing stilted?
Is it confusing?Is it confusing?
Does the writing help the Does the writing help the message/story/report, or does it obscure message/story/report, or does it obscure it?it?
ConventionsConventions
Mechanics – Mechanics – Depends on grade level and Depends on grade level and standards and benchmarks for that subjectstandards and benchmarks for that subject
Correct usage of grammar Correct usage of grammar Paragraphing Paragraphing Use of capitalsUse of capitals Punctuation. Punctuation.
PresentationPresentation
Decide on the visual and verbal elementsDecide on the visual and verbal elements
Subject specificSubject specific
Dependent on the purpose of the pieceDependent on the purpose of the piece
Writing AssessmentsWriting Assessments
Creating Writing AssessmentsCreating Writing Assessments
PPurposeurpose
PProcessrocess
PProductroduct
Know what you want from your studentsKnow what you want from your students
Things to think aboutThings to think about
From K-12, what forms of writing does From K-12, what forms of writing does
your subject expect (a writing continuum)?your subject expect (a writing continuum)?
At your grade level, what processes do At your grade level, what processes do
you want them to have?you want them to have?
Continuum + Skills + Content Continuum + Skills + Content
Required AssessmentsRequired Assessments
Rubrics: Rubrics: Scoring writing Scoring writing assessments assessments
Rubrics: the positivesRubrics: the positives
Outlines what’s expectedOutlines what’s expected
Makes sure teacher and Makes sure teacher and
student have worked out student have worked out
the requirements of the the requirements of the
assessmentassessment
Good check-inGood check-in
Grading process is clearGrading process is clear
Rubrics: the negativesRubrics: the negatives
Do students really read Do students really read
them?them?
Time-consuming to makeTime-consuming to make
Outcome is sometimes Outcome is sometimes
not a good fit to the not a good fit to the
letter/number gradeletter/number grade
I need direction!I need direction! Know the purpose of your Know the purpose of your
assessmentassessment
Identify your grading criteria Identify your grading criteria
Keep it simpleKeep it simple
Set up your basic rubrics for the Set up your basic rubrics for the
criteriacriteria
Modify 6 Traits examples for specific Modify 6 Traits examples for specific
ideas/content and organizationideas/content and organization
To Re-capTo Re-cap
Ask yourself:Ask yourself:
What is your writing continuum (K-12) within your What is your writing continuum (K-12) within your
subject?subject?
What do you want to have at your level?What do you want to have at your level?
Where are the students coming from?Where are the students coming from?
Where are they going?Where are they going?
Where can we come together across the curriculum to Where can we come together across the curriculum to
help our students be confident writers no matter what the help our students be confident writers no matter what the
content or genre?content or genre?
The pen is the tongue of The pen is the tongue of the mindthe mind
Miguel de CervantesMiguel de Cervantes
AcknowledgementsAcknowledgements
Art of Europe, Munch – Art of Europe, Munch – The ScreamThe Scream, , www.artofeurope.com/munch/mun3.htm www.artofeurope.com/munch/mun3.htm
Camel smile, Aha Jokes, www.ahajokes.com/crt313.htmlCamel smile, Aha Jokes, www.ahajokes.com/crt313.html Daredevils: human pyramid, pib.nic.in/.../pg26jan2003/26012003.html Daredevils: human pyramid, pib.nic.in/.../pg26jan2003/26012003.html Ideas, www.allposters.com/-sp/Ideas-Posters_i838569_.htm Ideas, www.allposters.com/-sp/Ideas-Posters_i838569_.htm Keystone Search, www.keystonesearch.com/contact.php Keystone Search, www.keystonesearch.com/contact.php Learning Resources, www.learningresources.com/product/improving+s... Learning Resources, www.learningresources.com/product/improving+s... Northwestern Regional Educational Laboratory, 6+1 Trait® Writing, Northwestern Regional Educational Laboratory, 6+1 Trait® Writing,
http://www.nwrel.org/assessment/department.php?d=1http://www.nwrel.org/assessment/department.php?d=1 Pocket compass, The Magnetic Compass: History, Pocket compass, The Magnetic Compass: History,
www.solarnavigator.net/compass.htm www.solarnavigator.net/compass.htm Tom’s cartoons, Mad Faces, Tom’s cartoons, Mad Faces, protonicus.studentenweb.orgprotonicus.studentenweb.org/.../?/.../?tutnrtutnr=2=2 Writing Frameworks, Silver Creek CSD, October 30, 2006, Writing Frameworks, Silver Creek CSD, October 30, 2006,
http://www.slideshare.net/TGray/writing-frameworks/http://www.slideshare.net/TGray/writing-frameworks/