writing across the curriculum: exploring the 6 traits

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/