6 + 1 Writing Traits

1. 6 + 1 Writing Traits based on the work of Northwest Regional Educational Laboratory (NWREL) 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. Evolution of the Traits • 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

6. The Six Traits The model provides a shared vocabulary for all teachers to assess and teach writing by focusing on six characteristics of writing that are noticeable in outstanding written work.

7. Why Use the 6-Traits?

8. 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

9. South Dakota Writing Assessment http://doe.sd.gov/octa/assessment/stanfordwritingscores/index.asp

10. 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.

11. 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

12. 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.

13. 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

14. At the Primary Level… • Encourage and support their role as observers, gatherers and collectors of information • Share orally • Later through text • Look for details and complexity in children’s artwork • Listen for details as they tell stories

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

16. Foldables

17. Pancakes for Breakfastby Tomie De Paola

18. 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.

19. 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.

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

21. At the Primary Level… • Think balance and harmony • A method for organizing multiple pictures on a page • May include titles or labels • Gradual development of sequencing • Writers develop a strong sense of beginning and ending by listening to text

22. 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

23. 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)

24. There Was An Old Lady Who Swallowed A Flyby Simms Taback Name in order the many things the lady swallowed from smallest to largest

25. The Snowy Dayby Ezra Jack Keats In The Snowy Day, the boy made foot -prints with his boots in the fresh snow. I have made footprints, too, but mine are labeled with author, title, character, setting, beginning, middle, & end. When I call on you, please stand on an empty footprint. I will read the label to you. Please tell me in a complete sentence about that element of the story. Every student will have a turn. We will follow the story trail from beginning to end, and even in between using our “Snowy Day” footprints.

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

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

28. 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)

29. 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

30. At the Primary Level… • Look for strong words in oral storytelling • Note curiosity about word meanings or usage • Look for an understanding that letters form words • Encourage students’ willingness to experiment • In text – VERBS, VERBS, VERBS, and unusual nouns, adjectives and adjectives that support experimentation

31. 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

32. “When Sophie Gets Angry – Really, Really Angry” (Molly Bang) Let’s think of as many “angry” word choices as we can. We will write them on one side of our chart paper. • On the other side, let us think of as many “happy” word choices as we can, and we will write them down too.

33. “When Sophie Gets Angry – Really, Really Angry” by Molly Bang

34. Boys-n-Berry Pie with Fried Chipmunk Crust • 1 boy (plucked eyebrows) • 3 cups fresh berries (ask your bear friends where the best berries are) • 1 cup of honey (be careful of bee stings…bear friends should warn you of this) • 1 pie crust (made from leftover chipmunk) Take your boy and pluck his eyebrows so there will be no stray eyebrows in your pie. In a bowl, mix him together with your fresh berries and honey. Be careful to make sure to stir all ingredients completely. In another bowl, take your leftover fried chipmunk and crush into a fine powder. Firmly pat into the bottom of a pie plate. Pour your boys-n-berry mixture over your fired chipmunk crust and bake in 350 degree oven for one hour. Remove from oven and let cool. Serve with a dollop of Chocolate Moose.

35. 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)

36. Word Cemetery

37. 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.

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

39. At the Primary Level… • Individuality and Sparkle • Love of writing, drawing, life itself • Emotion • Individual expression, independence and liveliness • Facial expressions when telling stories • Strong voice gets our attention

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

41. Give It a Voice

42. 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.

43. 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

44. At the Primary Level… • Rhythm and cadence in oral language • Notice how the writer attends, as a listener, to the rhythm and language you share orally • Look beyond punctuation as sentences begin to flow • Always look at sentence beginnings. When you see differences, let the writer know.

45. 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

46. Make Your Sentence Grow

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

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

49. At the Primary Level… • Use of conventions shows up first in borrowing • Notice “simple” things – writing left to right, beginning at the top of the page, facing letters the same direction every time • Discovery of punctuation is cause for celebration • Readable spelling is a logical goal

50. 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