INGLES 02 Good Writing

8/20/2019 INGLES 02 Good Writing

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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…”


The beginning of the paragraph…

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T hi O i i


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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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“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.


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You have to be flexible to survive teaching. Begentle, be patient, be stern, be …


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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

[email protected].

INGLES 02 Good Writing

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