Six Traits of WritingSix Traits of Writingfor assessment and instructionfor assessment and instruction

Jen MadisonEducational Service Unit No. 6

jmadison@esu6.org

Bell-Ringer: RAFTS Bell-Ringer: RAFTS WritingWritingWrite using the role, format, and topic of your choice.

– e.g., Write a paragraph explaining what you hope we discuss today.– e.g., Write the script of a text message conversation with a colleague explaining the most

useful things you learned/applied from our August session.

Role Audience

Format Topic Strong Verb

• Self

• Your students

• Jen • paragraph

• poem

• letter

• text message conversation (script) with a colleague

• what you wish about writing instruction in your class

• what you need to consider your time in this session worthwhile

• the most useful things you learned/applied from our August session

• explain

R.A.F.T.S: a way to R.A.F.T.S: a way to promptprompt Role of the writer

– helps writer decide on point of view and voice.

Audience – reminds writer he/she must communicate ideas to someone else: helps

determine content and style

Format of the material – helps writer organize ideas and employ format conventions for letters,

interviews, story problems, and other kinds of writing

Topic or subject – helps writer zero in on main idea and narrow the focus

Strong verb – directs writer to the writing purpose, e.g. create, defend, analyze, persuade,

evaluate, etc.

Building R.A.F.T.S.Building R.A.F.T.S.

Decide on each component. For example:– Role: Plant– Audience: Sky– Format: Letter– Topic: Why you need rain and sunshine– Strong verb:Explaining

More Examples:– You are a vegetable plant in a garden. Write a letter to

the sky to explain why you need rain and sunshine.– You are a semicolon. Write a journal entry to a student

writer beginning with “I wish you understood where I really belong.”

GoalsGoals

score papers analytically and provide feedback to writers using 6-trait language

apply grade-appropriate strategies to teach and reinforce the 6 traits of writing

Modeling and ExamplesModeling and Examples

Write with your students!– Live writing– Think-aloud– Allow students to contribute to revision decisions – Exaggerated writing

Use appropriate literature– Passages from known literature– Make the text visual

Use student writing– Stress strengths, specific skills/craft techniques

Find Someone Who…Find Someone Who…

1. Find a colleague who can demonstrate understanding of an item.

2. Have him/her demonstrate understanding and sign next to the item; make notes of new information.

3. Share your knowledge for an item and sign next to it on your colleague’s sheet.

4. Repeat with others in the room until your sheet is complete.

5. Return to your seat and wait patiently for the next step.(green handout)

THE 6+1 TRAITSTHE 6+1 TRAITS

Ideas

Organization

Voice

Word Choice

Sentence Fluency

Conventions

Presentation

The heart of the message

The internal structure of the piece

The feeling and conviction of the writer

The precise language chosen to convey meaning

The rhythm and flow of the language

The mechanical correctness

How the writing looks on the page

Purpose of TraitsPurpose of Traits

“an answer to the question: What makes writing work?”

consistent “writer’s language that opens the door to revision” (a how to for revision)

a way to– organize and clarify good writing instruction– encourage consistent assessment– empower and motivate young writers– encourage thinking skills and self-monitoring

NOT meant to replace instruction of writing process!

(Spandel, Creating Writers, 2005, p. 1-2)

Holistic vs. Analytic Holistic vs. Analytic ScoringScoring

Holistic

One overall score

Intended to generalize overall effect

Cannot provide specific, needs-based feedback

Usually reserved for summative assessment (after instruction and practice)

Analytic

Each trait scored separately

Provides more detailed feedback to guide instruction and monitor progress

Used for most classroom practice and formative assessment (during instruction and practice)

Rubrics and Scoring GuidesRubrics and Scoring Guides

a few ideasa few ideas A Developmental Continuum

for Early Writing– Pre-K to K

K-2 Illustrated Beginning Writer’s Rubric– Pre-K to 2 (or until student

consistently scores 5 or 6)– Education Northwest, 2010

6+1 Traits Condensed 5-Point 3-12 Writer’s Rubric (“One-Pager”)– 3-12– Education Northwest, 2010

My First Scoring Guide (Student-Friendly Scoring Guide Primary)– K-2– Ruth Culham,

http://www.culhamwriting.com/library.html

Student-Friendly Scoring Guide Grades 3-5– Ruth Culham,

http://www.culhamwriting.com/library.html

Process for Using Student-Process for Using Student-Friendly Rubrics with StudentsFriendly Rubrics with Students1. Show & discuss reactions to 2 writing samples.

2. Have students review rubric.

3. Have students score one sample (on a particular trait).

4. Have students discuss scores with partner.

5. Facilitate whole-group discussion of scores.

6. Repeat with next sample.

(bright yellow & light blue handouts)

What do you notice?What do you notice?

• I can just see it. I feel like I’m in that car.

• I love the line “her eyes were as big as her fists.”

• He’s having a good time [most readers assume the writer is male].

• I know these people.• Lively!• I sympathize with Mom-- I hate mice

too!• I like the pickle jar-- I can even

smell the pickles.• Great images-- love Dad backing

into the tree and mom in her nightgown.

• You get every point of view- even the mouse’s!

What do you notice?What do you notice?

Boring-- it put me right to sleep.

Flat, empty. Safe. She was writing just to get

it done. Mechanics are pretty good. It doesn’t say anything. The organization isn’t too

bad. What Redwoods? The title

doesn’t go with the paper. She (he?) seems like a nice

kid- I want to like it. It’s not that bad for fourth

or fifth grade-- I assume that’s what it is right?

Process for Using Student-Process for Using Student-Friendly Rubrics with StudentsFriendly Rubrics with Students

1. Show & discuss reactions to 2 writing samples.

2. Have students review rubric.

3. Have students score one sample (on a particular trait).

4. Have students discuss scores with partner.

5. Facilitate whole-group discussion of scores.

6. Repeat with next sample.

Exploring the Traits Through Student Exploring the Traits Through Student WritingWritinghttp://esu6writing.wikispaces.com/

Read the proficient level descriptions for the trait– Note the words that best define the trait characteristics

and proficiency levels.

Read the writing thoroughly:– Look for strengths– Score traits– Discuss reasons for your score(s)

Practice responding to the student:– Recognize or model (provide an example) of a positive

technique – Name it, describe it, and say why it’s good.

(pink handout)

Using RubricsUsing Rubrics Did your groups frequently achieve consensus?

Which rubric did you use? How likely are you to use it?

More opportunities– Create with students– School-wide– Collect anchors/samples – Subject or genre specific– Student self-assessment submitted with writing– Some traits

e.g., always ideas & conventions, randomly select one other

A note about grading…A note about grading…

Focus on feedback– Recognizing improvements & strengths (to replicate)– Providing appropriate instruction & challenges

Translating to grades…be careful!– Be certain that the percentage you assign is appropriate

for the rubric rating!

3

= 21/30

= 70%

YIKES!

= 21/6 (#of criteria)

= 3.5 or 85%

MORE APPROPRIATE

4

3

3

5

3

RawAvg.

%

+ 1% for each additional .1

5 100

4 90

3 80

2 70

1 60

Make the traits explicit!

Ideas for InstructionIdeas for Instructionprimary and intermediateprimary and intermediate

IDEAS: : Look for the following… Details

– Close-up details

(e.g., veins in leaves,

facial expressions)

– Signs of movement

– Sensory details

– Support of ideas

Clarity

– Regardless of

delivery method

Accuracy

– Retelling

Original Thinking

Quality vs. Quantity

IdeasIdeas Write a Short Piece

– Invite students to list questions they would like answered. Tell them you will will answer only 5, so “choose carefully!”

– Discuss results: “How would it be different if…”

Be Observers– Make lists– Question/Classify: “Which are most interesting?

Most important?”

Take Out the Details– Take the details out of a known story. – “What’s missing? What makes the original

better?

Lesson Ideas

IdeasIdeas Zoom-In

– “What happens if you zoom it on just this part? What does it look like? What is important/interesting?”

– Essential Idea: Using specific details helps the reader create an image. (Showing vs. Telling)

Graphic Organizers– Make expected content explicit– Model transfer from organizer to writing

Snapshot– “I want to see it, like a photo in an

album.”

Lesson Ideas

““Don’t say Don’t say the old lady the old lady screamed. screamed. Bring her on Bring her on and let her and let her scream.”scream.”

----Mark TwainMark Twain

““Don’t say Don’t say the old lady the old lady screamed. screamed. Bring her on Bring her on and let her and let her scream.”scream.”

----Mark TwainMark Twain

Teaching the trait of Teaching the trait of IdeasIdeas Talk about where ideas come

from.

Model differences between generalities and good details.

Read aloud from books with striking detail or strong imagery.

Use questions to expand and clarify a main idea.

ORGANIZATION: What to look for…

Sense of (Logical) Sequencing

Ability to Group Like Details

Sense of Beginning and Ending

Use of Transitions

Controlled Pacing

OrganizationOrganization

The End?– Omit the ending to a piece. Ask students to

make up their own.

Classify & Sequencing– Provide opportunities to classify and put items

in an order. Discuss!

Provide models / frames.– When they can independently follow the frame,

challenge them to spice it up!

Lesson Ideas

VOICE: VOICE: Look for the Look for the following…following…

Emotion / Passion

Enthusiasm for Writing

Individuality

Voice in Informational writing

Confident Knowledge-driven Inspiring

“The Cosmos is a very big place.”

“If we were randomly inserted into the Cosmos, the chance that we would find ourselves on or near a planet would be less than one in a billion trillion trillion (1033, a one followed by 33 zeroes). In everyday life such odds are called compelling. Worlds are precious [1980, p. 5].”

VoiceVoice

Write voice IN or OUT– Take the voice out of a passage and have students put their own

in.

Bored vs. Excited?– What do these look like? (Students demonstrate kinesthetically.)– “I want to see an ‘excited’ face in my mind when I read your

writing.”– Show them two sample paragraphs using the same facts. Which

was written by an “excited” writer? How can you tell?

Read aloud from works that have strong voice.

Help students identify an audience.

Lesson Ideas

Word Choice: Word Choice: What to look forWhat to look for

awareness of language

awareness of different ways to say things

love of favorite words

memorable words/phrases

accurate / appropriate use of words

Word ChoiceWord Choice Study connotation (subtleties of word variation)

– Put related words on a continuum– said, whispered, barked, exclaimed, shouted,

screamed, commented murmured, declared, mentioned, hollered

– Apply movement to variations of verbs & discuss differences

Trash overused words & display interesting, lively, or content appropriate words– Use wall displays, bulletin boards, etc.

Brainstorm alternatives– “I’m tired of the word good. Help me out. What else

could I say?”

Lesson Ideas

Sentence Fluency: Sentence Fluency: What to look What to look forfor

rhythm

sentence sense

varied sentence beginnings and lengths

Sentence FluencySentence Fluency Read fluent passages out loud

– “Do you like the way this sounds? – “How many different ways does this writer begin sentences?”– “Describe the lengths of the sentences. What effect does this

create?”

Mentor Sentences– Collect powerful sentences to use as models of specific

techniques– (prepositional phrases…a strong way to add detail) “Over

bushes, under trees, between fence posts, through the tangled hedge she swoops untouched” (Davies, 2004, p. 12).

Sentence Building Game– For a given topic, provide a sentence beginning for students to

complete.– (Cats) “In the morning…; Once, my cat…; My cat is…; Because

my cat is silly, he/she…”

Lesson Ideas

Sentence Fluency ChartSentence Fluency ChartAnalyze the mode,

genre, author’s style:

How long are sentences?

How do sentences begin?

What is the verb?

What kind of sentences are used?

# of words first 3 words

Your students should ask…

(beginning writers)

Did I leave spaces between words? Does my writing go from left to right? Did I use a title? Did I leave margins on the sides? At the bottom? Did I use capital letters? Why? Did I use periods? How about question marks? Did I do my best on spelling? Could another person read this?

Conventions: Conventions: What to look forWhat to look for

awareness of writing conventions

willingness to experiment

patience to take a second look

Your students should ask…

(beginning writers)

Did I leave spaces between words? Does my writing go from left to right? Did I use a title? Did I leave margins on the sides? At the bottom? Did I use capital letters? Why? Did I use periods? How about question marks? Did I do my best on spelling? Could another person read this?

ConventionsConventions Start small (and use the word “editing”).

– Name, spacing, etc.

Teach & model (I do it. We do it. You do it.)– Editing marks– Editing with text that’s not their own– Editing their own before publishing with scaffolding– Process for spelling a word (i.e., spell it the way it

sounds, look it up, ask someone else)

Scavenger Hunts– “Who can find a…”– “Why did the author use this?”

Explain importance of conventions/editing.

Lesson Ideas

Make the traits explicit!

Ideas for InstructionIdeas for Instructionintermediate & secondaryintermediate & secondary

IDEAS: : Look for the following… Clarity and Focus of the Content

Rich and Vivid Details

Clear Sense of Purpose

Accuracy

Fresh and Original Thinking

Quality not Quantity

“Too many scoring systems reward students for including merely more arguments or examples; quantity is not quality, and we teach a bad lesson by such scoring practices.”

-Grant Wiggins

IdeasIdeas Zoom-In

– “What happens if you zoom it on just this part? What does it look like? What is important/interesting?”

– Essential Idea: Using specific details helps the reader create an image. (Showing vs. Telling)

Graphic Organizers– Make expected content explicit– Model transfer from organizer to writing

Snapshot– Descriptive Mode: “I want to see it, like

a photo in an album.”

Lesson Ideas

““Don’t say Don’t say the old lady the old lady screamed. screamed. Bring her on Bring her on and let her and let her scream.”scream.”----Mark TwainMark Twain

““Don’t say Don’t say the old lady the old lady screamed. screamed. Bring her on Bring her on and let her and let her scream.”scream.”----Mark TwainMark Twain

Teaching the trait of Teaching the trait of IdeasIdeas Talk about where ideas come

from.

Model differences between generalities and good details.

Read aloud from text that uses striking detail or strong imagery.

Use questions to expand and clarify a main idea.

ORGANIZATION: What to look for…

Enticing Lead Sentence

– The first sentence and introduction should be engaging.

Thoughtful Transitions

– One paragraph should set the scene for the next paragraph.

Logical Sequencing

– There is a systematic approach to exploring topic.

Controlled Pacing

– Details are provided in the right amounts.

Satisfying Conclusion

– The piece should have meaningful ending.

OrganizationOrganization Study Logical Order

– Separate sentences/paragraphs from a writing– Ask student to put them in order and identify the key

phrases

Compare Leads or Endings– Find different examples in children’s books, content text,

your own (not so great) examples, brainstorm examples with students.

– Which do you like best? Why? Why do you think the writer started this way?

Host a “Leads Awards Ceremony.”

Teach transition and signal words appropriate for the mode.

Lesson Ideas

The shark’s jaw is located back beneath his long snout, but this does not prevent him from biting directly into the flesh. When he opens the

jaw, the lower jawbone is thrust forward while the snout is drawn back and up, until it makes almost a right angle with the axis of his body. At

this moment, the moth is located forward of the head and no longer beneath it. It resembles a large wolftrap, equipped with innumerable sharp and gleaming teeth. The shark plants this mechanism in the body of his victim and uses the weight of his own body in a series of frenzied convulsions, transforming the teeth of the jawbones into saws. The force of this sawing effect is such that it requires no more than an instant for the shark to tear off a splendid morsel of flesh. When the

shark swims off, he has left a deep and perfectly outline hole in the body of his victim. It is terrifying and nauseating to watch.

(from Jacques-Yves Cousteu, The Shark: Splendid Savage of the Sea, p. 37)

VOICE: VOICE: Look for the Look for the following…following…

Expression of individuality

Reader wants to keep reading

Commitment to the topic

Suits the audience

Fits the purpose

Voice

Creative Writing– Feelings– Enthusiasm– Individuality – Passion

Informational, Technical, Research Writing– Perspective– Level of Formality– Level of

Objectivity

Voice is often the reason I

read!

Voice is often the reason I

read!

Voice in Informational writing

Confident Knowledge-driven Inspiring

“The Cosmos is a very big place.”

“If we were randomly inserted into the Cosmos, the chance that we would find ourselves on or near a planet would be less than one in a billion trillion trillion (1033, a one followed by 33 zeroes). In everyday life such odds are called compelling. Worlds are precious [1980, p. 5].”

VoiceVoice

Write voice IN or OUT– Take the voice out of a passage and have students put their own

in.

Bored vs. Excited?– What do these look like? (Students demonstrate kinesthetically.)– “I want to see an ‘excited’ face in my mind when I read your

writing.”– Show them two sample paragraphs using the same facts. Which

was written by an “excited” writer? How can you tell?

Read aloud from works that have strong voice.

Help students identify an audience.

Lesson Ideas

Word Choice: Word Choice: What to look forWhat to look for

memorable words and phrases

accurate use of words

appropriate choices for the purpose and audience

not inflated or overused

Word ChoiceWord Choice Study connotation (subtleties of word variation)

– Put related words on a continuum– said, whispered, barked, exclaimed, shouted, screamed,

commented murmured, declared, mentioned, hollered– Apply movement to variations of verbs & discuss

differences

Trash overused words & display interesting, lively, or content appropriate words– Use wall displays, bulletin boards, etc.

Show students examples of writing in your content and together analyze words.– Identify specific nouns and strong, active verbs– Identify powerful, meaningful words– Rate level of formality and objectivity

Lesson Ideas

Sentence Fluency: Sentence Fluency: What to look What to look forfor

Rhythm and flow

Varied sentence structure– Length– Beginnings

Reading ease…not just punctuation

Sentence FluencySentence Fluency

Read fluent passages out loud– “Do you like the way this sounds? – “How many different ways does this writer begin sentences?”– “Describe the lengths of the sentences. What effect does this

create?”

Mentor Sentences– Collect powerful sentences to use as models of specific

techniques– (prepositional phrases…a strong way to add detail) “Over

bushes, under trees, between fence posts, through the tangled hedge she swoops untouched” (Davies, 2004, p. 12).

Chart expert and student writing fluency– Analyze a passage for sentence lengths, beginning variety, and

other characteristics.

Lesson Ideas

Sentence Fluency ChartSentence Fluency ChartAnalyze the mode,

genre, author’s style:

How long are sentences?

How do sentences begin?

What kind of verbs are prevalent?

What kind of sentences are used?

What is the purpose of each sentence?

# of words first 3 words

They weren’t always so desperately insularized. Ursus arctos horibilis, the subspecies of brown bear know familiarly as the grizzly, one inhabited most of western North America. From Alaska down into the highlands of central Mexico, from the beaches of California eastward across the Great Plains, it was the commanding presence. Indians of the western tribes feared it, revered it, mythologized it, sometimes hunted it ceremonially; most other predators stayed the hell out of its reach. It fattened itself on bison in the Dakotas, on caribou in Canada, on cattle offal left to rot by the early ranchers in California, and on salmon in the rivers of Oregon. It relished meat, but it was an omnivore, flexible and resourceful in its feeding behavior. It fed opportunistically on vegetable foods; berries and pine nuts when they were available, nutritious tubers, forbs, even grasses. It also ate ants, termites, rodents, moths, and God knows what else. Eventually, in some locations, it would develop a taste for human garbage.

(from David Quamenn, “Island of the Bears”)

Conventions: Conventions: What to look forWhat to look for

application of (taught) writing conventions

willingness to experiment

patience to take a second look

Your students should ask…

(more mature writers) Have I used fragments or run-ons only for a

conscious effect? Do I have agreement (subject-verb, pronoun-

antecedent, etc.) Does my punctuation accurately guide the reader? Have I used the correct spellings for homophones?

– Their/there/they’re Is the format appropriate? (Does it meet the

expectations of the audience?)

Have I cited sources appropriately?

ConventionsConventions Teach (I do it. We do it. You do it.) editing

marks

Model instead of correcting

Demystify Students: display, explain, and provide alternatives to your pet peeves

Focused Peer Editing– “Circle all of the second-person words (i.e. you,

your). Help your partner find two alternatives for each.”

Lesson Ideas

What do you think?What do you think?

Great Lesson Ideas – Primary English Writing Activities– http://www.youtube.com/watch?v=1HpWQm7nqIU

Feedback– What is good about this teacher’s writing strategy?– What suggestions might we give this teacher?

Strategies for Better Strategies for Better InstructionInstruction

TEACH the language to speak and think like writers.

MODEL specific craft techniques.

– Name it. Describe it. Explain why it’s good.

READ, SCORE, and JUSTIFY scores on anonymous sample papers.

Provide focused PRACTICE for REVISION.

WRITE. (Yes, you.)

READ and DISCUSS strengths and weaknesses in all kinds of

writing.

DEMYSTIFY writing in your class.

Provide thoughtful, effective PROMPTS.

Two Stars & a Two Stars & a Wish Wish

Please record two of the most important or relevant ideas you heard.

Please record something you wish about this session