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Six traits to
good writing
• By: Cecilia Rosas
Delgado
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Read this:
“I always did well on essay tests. Just put everything youknow on there, maybe you’ll hit it. And then you get the
paper back from the teacher and she’s written just one
word across the entire page, ‘vague.’ I thought vague
was kind of vague. I’d write underneath it ‘unclear’ andsend it back. She’s 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)
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Walk around activity: Walk around
answering each question
What do teachers look for when grading students’
writing?
How do we grade papers?
What do teachers teach when we teach writing?
Do your students like writing assignments?
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Is this your students’ reaction?
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The 6 traits… +1
Ideas
Organization
Voice
Word Choice
Sentence Fluency
Conventions+ 1 Presentation
• Traits give the writer a clear picture
of what to do to revise their writing
- making it the best it can be.
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Purpose
The purpose of using The Writing Process and The Six
Traits is to give teachers and students the same languageand expectations of writing. We want students to
develop writing skills and transfer them to any other
subject matter, whenever writing is used, not just within
their language arts experience.
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Sounds familiar……..
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Discuss with your partner
“Students have been conditioned to believethat great papers just happen. That they
are a guessing game and that one finds
out what to do after it is too late.” Margie Krest “Adapting the Portfolio to Meet StudentNeeds” English Journal February 1990
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Warm-Up Writing
Task:Create something with the lump of
clay on your desk.
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Questions for Discussion
Look at your creation.
What steps did you go through to createwhat you did from the lump of clay?
How do you think this is similar to writinga paper (composition, essay, report?)
How did you feel, what did you thinkwhen I said create something with thelump of clay?
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The Writing Process
Pre-Writing
Drafting
Revising
Presenting/Publishing
Editing
R e f l e c t i n g
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The Writing Process
Draft
Revise/Edit
Final Draft
Prewrite
Publish
ideasorganization
word choice
voice
conventions
sentence
fluency
ideas
organization
ideas
word choicevoice
sentence
fluency
voice
Traits help us to
understand how
the writing process
works!
conventions
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voice
Draft
Revise/Edit
Final Draft
Prewrite
Publish
ideasorganization
word choice
voice
conventions
sentence
fluency
ideas
organization
ideas
word choice
voice
sentence
fluency
The Big Idea:
Whenever you execute one of the steps in the writing process,
you are manipulating one or more traits!
conventions
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French Food
Chinese Food
Italian Food
Sea Food
The Master Chef
BAM!
Recipes
Proportion
Season
Sauté
Select Ingredients
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The Master Writer !
Narrative
Descriptive
Response to Lit.
Research Report
IDEAS
ORGANIZATION
VOICE
SENTENCE FLUENCY
WORD CHOICE
CONVENTIONS
Expository
Reflective
“BAM”?
Persuasive
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PrewritingThink, Think, Think…
Who is my audience?
What is my purpose?
What do I want to say?
What are the requirements that I need to
fullfil?
Do I need to research information to
complete my writing?
How do I want to say it?
Am I writing a letter, creating a book or
PowerPoint, an essay…
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Defining the traits: IDEAS
The ideas are the heart of the message, the content ofthe piece, the main theme, they are the reason we are
writing.
Ideas are also the accompanying details that enrich anddevelop that theme.
Ideas are strong when the message is clear, not garbled.
The writer chooses details that are interesting,important, and informative.
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Strategies to teach “Ideas”
Narrow focus to one story, one event:
Instead of describing an entire birthday party, focus on
the incident when the birthday girl’s hair caught in fire.
We don’t want the writer to tell us that the GrandCanyon is awesome… If someone fell into the Grand
Canyon, that would be worth writing about.
– Exercise magazine:
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ExpositoryIdeas: Clear, relevant
Org: Compare/Contrast
Voice: Authoritative, credibleWC: Content specific terms
SF: Flowing, varied
Conv: Semicolon, colon
NarrativeIdeas: Entertaining
Org: Chronology (plot)
Voice: Informal, authentic
SF: Conversational, naturalConv: Quotation marks
WC: Descriptive
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Defining the traits: ORGANIZATION
Organization holds the whole thing together. – Think of it as a skeleton.
– The internal structure of the piece.
– Events and details are sequenced in some
order.
– Begins with a strong lead, has a good
middle, use smooth transitions, and endswith a thought provoking end.
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Strategies to teach “Structure”
– Exposition Informational – provides information
• Compare and contrast
•Sequence of events
• Description
• Problem Solution
• Cause and effect
• Directions
• Persuasive – Narrative- relates a story
• Introduction of setting, characters, problem
• Efforts to solve problem leading to rising tension
• Point of high tension in the climax
• Resolution
– Stories, Fables, Fairy Tales, other genre
– Chronological order, flashback, memory
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Match each genre with it’s skeleton
A. Characters Protagonist:
Antagonist:
B. Setting
C. Theme
D. Plot
1. Motivation
2. Conflict:man vs. man
man vs. environmentman vs. himself
man vs. animal
3. Complication
4. Suspense
5. Climax
6. Outcome
7. Denouement
Narrative Text
Description
Sequence
of Events
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hi i i
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Teaching Organization
Teach connectors and their purposeTransitions Charts
Cause and Effect Compare/Contrast Opposition
Conclude/summarize
Since
Due to
As a result
Similarily
In comparison
But
Although
Despite
To conclude
In short
As a conclusion
Therefore
Consequently
Because
Like
Similar to
However
Nevertheless
In spite of
Briefly
In conclusion
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“We hold these truths to be self-evident, that all menare created equal, that they are endowed by their
Creator with certain unalienable Rights, that among
these are Life, Liberty, and the pursuit of
Happiness…”
Teaching Organization
The beginning of the paragraph…
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T hi O i i
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Teaching Organization
Look to authors for examples of conclusions. – A surprise
Once again the tarot cards lay before him. Onceagain the bells ring twelve times. At the strokeof midnight, he flipped over the first card. It
wasTHE SERVANT.
Smiling broadly, Fabrizio turned the next card…”
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D f i
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Drafting
Now that you know what you are writing about,start writing
Do not worry about- grammar errors, or spelling
errors.
Just get your thoughts down!!!!
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This would notbe our
preferred
approach.
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D fi i th t it VOICE
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Defining the traits: VOICE
The voice is the heart and soul, the magic, the wit, along with thefeeling and conviction of the individual writer coming out throughthe words.
Voice gives writing personality, flavor and style.
The voice is the writer coming through the words, the sense that areal person is speaking to us and cares about the message.
Good writers can vary their voice depending on the purpose of themessage. For instance, a love letter carries a different tone than a
letter to one's lawyerThrough the voice you can tell:
– the presence of the writer on the page
– passion
– the text dances with life and energy
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Defining Voice
A writer should:Write honestly and from the heartInteract with the reader *without using YOU
Use language that brings the topic to life
Care about topic
Use expression to voice personality
Voice is:What the author has to say about the world
– The point of view of the author
– Author’s theme or statement about world
– The perspective on the idea or subject
– Insight
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St t i f t hi “V i ”
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Strategies for teaching “Voice”
Read and compare:
- Our neighbors have a new car. It’s a nice white minivan.I wish we had one. I will get to ride to school with
Timmy in it next week.
- Rewrite: Our neighbors brought home a new sparkly
white-like-teeth minivan last night. It’s cool. Timmy toldme he’d show me how the moonroof works when I ride
to school with them next week. My mom said that’s just
what they need. My dad said, “I wonder how much that
set them back?”
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St t i f “V i ”
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Strategies for “Voice”
Give the students a situation and ask them to writeshort texts with different voices. For example, how
would a young shy boy tell this situation? How
would a confident athlete tell this same situation?
Show students how to integrate dialogue in their
texts.
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T hi V i
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Teaching Voice
"I have heard the word "sir," more often than I haveheard the word "friend," but I suppose there are
other rewards for wealth.“ "No matter what our facades, we are all children."
"I was born into a position of extreme wealth, but Ihave spent many sleepless nights thinking aboutextreme poverty."
"I have lived a lot, trembled a lot, was surroundedby little men who forgot that we entered naked andexit naked and that no accountant can audit life inour favor."
"When I was a boy, I was told that the Lordfashioned us from His own image, that's when Idecided to manufacture mirrors."
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Defining the traits: WORD
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Defining the traits: WORD
CHOICE
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Defining the traits: WORD CHOICE
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Defining the traits: WORD CHOICE
Word choice is the use of rich, colorful, preciselanguage that moves and enlightens the reader,makes the piece of writing almost come alive, notthe same boring words used over and over andover…….
In a descriptive piece, creative word choice paintsclear pictures in the reader's mind.In expository or informational writing, strong wordchoice clarifies and expands ideas.
In persuasive writing, careful word choice movesthe reader to a new vision of things.
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Strategies to teach “Word Choice”
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Strategies to teach “Word Choice”
Word wall: During text comparisons and reading,look for key words, beautiful and meaningful words.
Post them on the wall.
Give a song or a poem to students. Ask them to
change certain words by using a synonym. Howdoes it transform the song or the poem?
Teach the students how to use “Dictionaries”,
“thesaurus” etc.
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Teaching Word Choice
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R.A.F.T.Ideas
Voice
Word Choice
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RA
F
T
ole
udience
ormat
echnique
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Here are some examples:
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Here are some examples:
Role Nonvascular plant
Audience Stratus cloud
Format Letter
Technique Persuade
Role Cube
Audience Square
Format Dialogue
Technique Instructions
Role Boston Tea PartyRaider
Audience Friend
Format Email
Technique To inform
Role Little fish
Audience Rainbow FishFormat Note
Technique To persuade
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Defining the Traits: SENTENCE FLUENCY
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Defining the Traits: SENTENCE FLUENCY
Sentence Fluency
– the writing flows
– there is a sense of rhythm and grace
– creative phrasing, sentence variety
– easily read aloud
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To help students with SENTENCE FLUENCY
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To help students with SENTENCE FLUENCY
we can teach them to….
Begin sentences in different ways
Vary length and structure (simple vs compoundsentences)
Read it out loud
Each individual sentence has power and punch
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Teaching Sentence Fluency
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Teaching Sentence Fluency
“A rolling stone gathers no
moss”
– If a stone rolls, hardly any moss will begathered.
–If you are concerned about moss gatheringon a stone, roll it.
– When trying to rid yourself of moss, roll thestone quickly.
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Go placidly. Go amidst the noise. Go amidst the
haste. Remember things. Remember peace. Peace
may exist in silence. Be on good terms with people.Feel this way toward all people. But only feel this
way if you can. Do not surrender.
Teaching Sentence Fluency
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You have to be flexible to survive teaching. Begentle, be patient, be stern, be …
Teaching Sentence Fluency
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Good VOICE is built
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Good VOICE is built
upon three other traits
VOICE
IDEAS
SENTENCE
FLUENCY
WORD
CHOICE
When you change these
You change your “voice ”
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Revising
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Revising
A- add. What do you need to add to the
paper to make if flow better (think about
transitions and any lack of facts)
R- Remove- remove any unnecessary
information
M- Move- what information would go
better in another spot. Make sure that all
of your paragraphs are on the same topic.
S- Start over. If you paper/paragraph isn’t
working start over
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Editing
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Editing
Correct your work…
Have I used complete sentences?
• All of my thoughts are complete.
Are my language conventions correct?• Spelling
• Capitalization and punctuation
•Grammar
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Editing
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Editing
Correct your work… – Have I had at least two people edit my
paper?
• Choose two people in the classroom,
that are on the editing stage. If no one
is, you may choose to look over your
work again.
•
Help editing others work…
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What’s the difference between Revising
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What s the difference between Revising
and Editing
Revision Content (ideas)
Organization
Editing
Spelling
Grammar
Punctuation
Capitalization
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Defining the Traits: CONVENTIONS
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Defining the Traits: CONVENTIONS
Are the “good table manners” of writing. They areimportant, but NOT the MOST important.
Conventions are simply those rules of grammar and
punctuation that make one's reading readable.
must be learned
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A woman, without her man,
is nothing.
A woman: without her,
man is nothing.
Conventions
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Strategies for “conventions”
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Strategies for conventions
The student corrects his/her own text. The teachercan provide the students with a verification list orguide. For example, the teacher can offersuggestions like “Change at least one sentencebeginning” or “Add one detail to help your reader to
‘see’ your text.” or he/she can ask questions like “Dowe hear your voice?”, “Is there a main idea in yourtext?” or “Did you check your spelling by using theword wall?”
It is important to give a focus to the students while
they correct. Try to avoid giving more than 1 to 3things at the same time.
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Should we laugh or cry?
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Should we laugh or cry?
Ancient Egypt was inhabited by mummies and theyall wrote in Hydraulics. They lived in the SarahDessert and traveled by Camelot.
Ancient Egypt was inhabited by pharaohs and they
all wrote in hieroglyphs. They lived in the SaharhDesert and traveled on camells.
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Strategies for Conventions (cont’d)
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Strategies for Conventions (cont d)
The students correct a text written by someone else.The student reads his/her text aloud to help him/her
find mistakes. Students often “hear” their mistake
easier than they can “read” them.
Base your mini-lessons on a common problemnoticed in your students’ writing while conferencing.
Develop a list of “fautes communes” with your
students with mistakes such as “J’ai a”, J’ai mourru”
and so on.
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Yes, Words do Matter!
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Yes, Words do Matter!
My son is under a doctor’s care and should not takeP.E. today. Please execute him.
Please excuse Ray Friday from school. He has veryloose vowels.
Please excuse Jimmy for being. It was his father’s fault.
Please excuse Jason for being absent yesterday. Hehad a cold and could not breed well.
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Publishing
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Publishing
This is your final draft make sure that it is p_ _ _ _ct!
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Defining the Traits: PRESENTATION
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Defining the Traits: PRESENTATION
Presentation
– How it looks on the paper
– Uniform spacing
– Legible and consistent handwriting, or appropriate use of fonts andsizes if it is word processed
– Appealing use of white space, amount of white space, graphics
–
Where necessary, use of bullets, numbers, side headings, and othermarkers that help readers access content
– Effective integration of text and illustrations, photos, charts, graphs,maps, and tables
– Skillful and tasteful use of colors
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The importance of presentation
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The importance of presentation…
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Strategies for Presentation
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g
Think about examples of text and presentation in yourenvironment.
Which signs and billboards attract your attention?
Which packages catch your eye at the grocery store?
How do businesses get your attention when theyadvertise in the phone book?
Why do you reach for one CD over another?
What makes one advertisement on the internetmore appealing than another?
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Strategies for teaching Presentation
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g g
Design writing tasks that mirror real life. Involvestudents in creating classroom newspapers,pamphlets, websites, books of their own, brochures,newsletters, and flyers.
Have students create works for a variety ofaudiences. Ask them to explain how the
presentation changes depending on the audience.Ask students to present their work, especiallyresearch projects. Include lessons in PowerPointand other presentation tools to allow them to sharetheir ideas with others.
These suggestions use higher levels of Bloom’staxonomy; they are also meaningful and engaging.
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Th i t f t ti
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The importance of presentation…
Even if our words are precise,our ideas are unique, and
our sentences are correct,the piece will not be inviting
to read unless the elements
of presentation areexhibited.
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PRESENTATION
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PRESENTATION
“A final copy can serve as a welcome mat or as a
barricade to the reader.”
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Why do we need to teach writing…
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Why do we need to teach writing…
“If people cannot write well, theycannot think well, and if they
cannot think well, others will do
their thinking for them.”
George Orwell
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A clear vision of what good writing
looks like
A common language (K-11)Consistent, honest assessment
Specific feedback for revising &
editing
Manageable stepsEmpowers students
6+1 Traits of Writing
In Conclusion . . .
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Thank you very much!!!
Keep on writing