W R I T I N G M A T T E R S

A workshop of theA workshop of the

Indiana Teachers of Indiana Teachers of

WritingWriting

and its IUPUI site of theand its IUPUI site of the

National Writing ProjectNational Writing Project

Herb BuddenHerb Budden

Co-directorCo-director

Using the 6 Traits Using the 6 Traits Model & Writing Model & Writing

Across the Across the CurriculumCurriculum

QUOTES SPEAKQUOTES SPEAKFind a quote that “speaks” to you. Stand Find a quote that “speaks” to you. Stand

by it. Introduce yourself to others who by it. Introduce yourself to others who have selected the same quote, and have selected the same quote, and discuss why you chose it. Have one discuss why you chose it. Have one person quickly introduce members of person quickly introduce members of your group to the large group and say your group to the large group and say something about your quotesomething about your quote

Group NORMSGroup NORMS

The AGENDA…The AGENDA…

...will move through several ...will move through several flexible activities designed flexible activities designed

increase knowledge base and increase knowledge base and teaching skills--all involve teaching skills--all involve

reading/writing/collaboratingreading/writing/collaborating

GoalsGoals

By the end of the workshop, you willBy the end of the workshop, you will

have increased knowledge of Writing have increased knowledge of Writing Across the Curriculum & the 6 Traits of Across the Curriculum & the 6 Traits of Writing ModelWriting Model

have had modeled practical strategieshave had modeled practical strategieshave generated ways to utilize the model have generated ways to utilize the model

in your own classroomin your own classroom

Stampede Stampede

A weekday edition of A weekday edition of The New The New York TimesYork Times contains more contains more information than the average information than the average person was likely to come person was likely to come across in a lifetime in across in a lifetime in seventeenth-century England seventeenth-century England (Wurman, 1989)(Wurman, 1989)

The Internet is the fastest growing The Internet is the fastest growing communications media in world communications media in world history. history.

It took the Web four years to It took the Web four years to reach 50 million users. reach 50 million users.

Compare this to the number of Compare this to the number of years it took radio (38), personal years it took radio (38), personal computers (16), and television computers (16), and television (13) to reach that many users (13) to reach that many users (Warschauer 1999)(Warschauer 1999)

The blogosphere is now The blogosphere is now doubling in size every six doubling in size every six months. It is sixty times months. It is sixty times larger than it was three larger than it was three years ago (Silfrey, 2006)years ago (Silfrey, 2006)

Today eighty percent or more of Today eighty percent or more of the companies in the service and the companies in the service and finance, insurance and real estate finance, insurance and real estate sectors, the corporations with the sectors, the corporations with the greatest employment growth greatest employment growth potential, assess writing during potential, assess writing during hiring. hiring.

Half of all companies take writing Half of all companies take writing into account when making into account when making promotion decisions. (National promotion decisions. (National Commission on Writing 2004)Commission on Writing 2004)

Stampede IIStampede II

5 Minute Writing5 Minute Writing

Prompt:Prompt:

Write something you want Write something you want to tell about your own to tell about your own

experiences with writingexperiences with writing

Things to remember:Things to remember:You are probably already doing You are probably already doing

WAC!WAC!If it makes teaching harder, you’re If it makes teaching harder, you’re

doing it wrongdoing it wrongStudent achievement will improve Student achievement will improve

using writing across the using writing across the curriculumcurriculum

The 6 Trait Model can help…The 6 Trait Model can help…

……BUT, there are myths to be dispelled:BUT, there are myths to be dispelled:the 6 Trait model is NOT a curriculumthe 6 Trait model is NOT a curriculumthe 6 Trait model is NOT a programthe 6 Trait model is NOT a programthe 6 Trait model IS a way to empower the 6 Trait model IS a way to empower

students and teachers to communicate students and teachers to communicate about the qualities of writing in a about the qualities of writing in a consistent, transparent mannerconsistent, transparent manner

MORE ON THIS LATER!!MORE ON THIS LATER!!

Why Writing Across the Why Writing Across the Curriculum (WAC)?Curriculum (WAC)?

Faculty in all disciplines find that Faculty in all disciplines find that when students write in their classes, when students write in their classes, they learn material and improve their they learn material and improve their thinking about ideas in the courses. thinking about ideas in the courses.

Writing assigned across the Writing assigned across the curriculum helps students prepare for curriculum helps students prepare for the typical communicative tasks the typical communicative tasks they'll face on the job, no matter what they'll face on the job, no matter what the job is. the job is.

Can writing enhance Can writing enhance m e n t a l p o w e r?m e n t a l p o w e r?

If students are encouraged to If students are encouraged to try a variety of thought try a variety of thought

processes in classes, they can, processes in classes, they can, regardless of their ages, regardless of their ages,

develop considerable mental develop considerable mental power. Writing is one of the power. Writing is one of the

most effective ways to develop most effective ways to develop thinking.thinking.

What types of writing are What types of writing are best used across the best used across the

curriculum?curriculum?

Writing across the curriculum Writing across the curriculum has been implemented at a range has been implemented at a range of schools and universities. In of schools and universities. In those schools, writing those schools, writing assignments generally fall into assignments generally fall into two categories:two categories:

Writing to Learn Writing to Learn

Writing in the DisciplinesWriting in the Disciplines

Do teachers have to be expert Do teachers have to be expert in grammar to assign writing?in grammar to assign writing? Not at all! In writing-to-learn Not at all! In writing-to-learn

tasks, the emphasis is upon tasks, the emphasis is upon the content, not the mechanics the content, not the mechanics of the writing.of the writing.

The Writing Brain

This is the part of the brain that every educator wants to activate. It is responsible for focus, reflection, decision- making, problem- solving, and most importantly the ability to be conscious of all of that activity. If a student really thinks and is aware of himself as a thinker, this section has been activated.

What do WTL & WID What do WTL & WID look like?look like?

Activity: Text Rendering theActivity: Text Rendering the

Maxwell articleMaxwell articleSentenceSentencePhrasePhraseWordWord

How are the levels of How are the levels of writing and WAC writing and WAC

connected?connected?

WTL = Level 1WTL = Level 1WID = Levels 2 and 3, WID = Levels 2 and 3,

depending upon the depending upon the assignmentassignment

What is Writing in the What is Writing in the Disciplines?Disciplines?

WID (LEVEL 3) WID (LEVEL 3) assignments are typically, assignments are typically, but not exclusively, formal but not exclusively, formal papers prepared over a few papers prepared over a few days, weeks or even days, weeks or even months. months.

ActivityActivityJigsaw list of strategies on pp. __Jigsaw list of strategies on pp. __After discussion, write an After discussion, write an

individual reflection on what you individual reflection on what you are already doing with the Levels are already doing with the Levels of Writing. What could you add?of Writing. What could you add?

Writing & GradingWriting & GradingRemember the LEVELS of writing–Remember the LEVELS of writing–LEVEL 1- LEVEL 1- no scoringno scoring of content of contentLEVEL 2- scored for content LEVEL 2- scored for content onlyonlyLEVEL 3- scored LEVEL 3- scored consistently and consistently and

analyticallyanalytically by trait across faculty by trait across faculty

What about writing What about writing conventions in my conventions in my

subject?subject?

The final papers should The final papers should adhere to format and style adhere to format and style guidelines typical of the guidelines typical of the subjects they are helping subjects they are helping students learn about.students learn about.

Remember: use the Remember: use the LEVELS to determine how LEVELS to determine how

to assess!to assess!Writing that is polished, Writing that is polished,

requires revisions, and is not requires revisions, and is not necessarily done ‘on demand’ is necessarily done ‘on demand’ is Level 3 writing and should be Level 3 writing and should be assessed using assessed using allall or or some some of of the 6 Traitsthe 6 Traits——

Polished writing (Level 3) Polished writing (Level 3)

needs Six Traitneeds Six Trait assessment!assessment!If you assign more polished pieces, If you assign more polished pieces,

especially those that adhere to especially those that adhere to conventions of your subject, then we conventions of your subject, then we suggest putting the burden of suggest putting the burden of proofreading squarely where it belongs--proofreading squarely where it belongs--on the on the writerwriter, then use the 6 TRAITS , then use the 6 TRAITS assessment!assessment!

Read AloudRead AloudA Girl Named ZippyA Girl Named Zippy

Haven KimmelHaven Kimmel

What makes good writing?What makes good writing?

What are the 6 What are the 6 TRAITS?TRAITS?

Based on research, the 6 Trait Based on research, the 6 Trait approach provides more specific approach provides more specific feedback to students on various feedback to students on various portions of his/her writing. Each trait portions of his/her writing. Each trait is scored on a continuum/scale. Not is scored on a continuum/scale. Not all traits have to be scored each all traits have to be scored each time! time!

The 6 TRAITS:The 6 TRAITS:IDEAS & CONTENT (IDEAS & CONTENT (I/CI/C))ORGANIZATION (ORGANIZATION (OO))VOICE (VOICE (VV))WORD CHOICE (WORD CHOICE (WCWC))SENTENCE FLUENCY(SENTENCE FLUENCY(SFSF))CONVENTIONS (CONVENTIONS (CC))

Validity and ReliabiltyValidity and Reliabilty

Validity answers the question: can we all Validity answers the question: can we all agree that does this thing does what it is agree that does this thing does what it is supposed to do?supposed to do?

Reliability answers the question: will one Reliability answers the question: will one person’s use of the thing match up person’s use of the thing match up consistently with another’s use of it?consistently with another’s use of it?

ISAT vs 6 Traits ISAT vs 6 Traits Gr 3 Expository RubricGr 3 Expository Rubric

FOCUSFOCUS

Sets purpose of Sets purpose of composition in composition in introduction introduction through either a through either a thematic thematic introduction or introduction or specific previewspecific preview

Maintains Maintains position/logic position/logic throughoutthroughout

If previewed, If previewed, each point is each point is addressedaddressed

Effective closing Effective closing (may be (may be restatement of restatement of points in the points in the

introduction)introduction)

SUPPORTSUPPORT

Most major points Most major points supported with supported with specific detail; some specific detail; some may be developed may be developed with more detail with more detail than others (not than others (not balanced or even)balanced or even)

Some development Some development of depthof depth

Word choice may Word choice may enhance specificityenhance specificity

Voice is appropriate Voice is appropriate for topic, purpose, for topic, purpose,

and audienceand audience

ORGANIZATIONORGANIZATION

Structure is evidentStructure is evident

Major points are Major points are appropriately appropriately paragraphedparagraphed

Coherence and Coherence and cohesion cohesion demonstrated demonstrated through some through some appropriate use of appropriate use of devices such as devices such as transitions, transitions, pronouns, causal pronouns, causal linkage, parallel linkage, parallel structure, etc.structure, etc.

Varied sentence Varied sentence structure produces structure produces

some cohesionsome cohesion

INTEGRATIONINTEGRATION

Fully-developed Fully-developed for grade levelfor grade level

Clear and Clear and purposeful Focus; purposeful Focus; in-depth Support; in-depth Support; lines of reasoning lines of reasoning identified and identified and developed developed coherently and/or coherently and/or cohesively cohesively throughout the throughout the

compositioncomposition

Analytic vs. Holistic ScoringAnalytic vs. Holistic Scoring

6 Traits is ANALYTIC6 Traits is ANALYTIC

ISAT is primarily HOLISTICISAT is primarily HOLISTIC

ISATISAT 6 Traits6 TraitsI/CI/C I/CI/COO OO

VVWCWCSFSF

CCCC

2 scores 2 scores 6 scores6 scores6/3 top6/3 top 5 or 6 in each5 or 6 in each

The difficulties we encounter…The difficulties we encounter…

FoxFoxI don't get along with people to good, and I don't get along with people to good, and

sometimes I am alone for a long time. sometimes I am alone for a long time. When I am alone, I like to walk to forests When I am alone, I like to walk to forests and places where only me and the animals and places where only me and the animals are. My best friend is God, but when I don't are. My best friend is God, but when I don't believe he's around sometime's, my dog believe he's around sometime's, my dog stands in. We do every thing together. stands in. We do every thing together. Hunt fish, walk, eat and sleep together My Hunt fish, walk, eat and sleep together My dog's name is Fox, 'cause he looks like an dog's name is Fox, 'cause he looks like an Arctic Fox. Fox and I used to live in this Arctic Fox. Fox and I used to live in this house with a pond behind. That pond was house with a pond behind. That pond was our property. The only thing allowed on it our property. The only thing allowed on it (that we allowed) was docks & fish. (that we allowed) was docks & fish.

If another person or dog would even look like If another person or dog would even look like going near that place, Fox and I would ran them going near that place, Fox and I would ran them off in a frenzy. There was a lot of rocks around, off in a frenzy. There was a lot of rocks around, so I would build forts and traps for any body so I would build forts and traps for any body even daring to come near. The pond had a even daring to come near. The pond had a bridge that was shaded by willows, so on a hot bridge that was shaded by willows, so on a hot day me and Fox would sit on that bridge & soak day me and Fox would sit on that bridge & soak oar feet well, I would soak my feet Fox just kinda oar feet well, I would soak my feet Fox just kinda jumped in. At night the pond was alive with jumped in. At night the pond was alive with frogs, so I would invite this kid over, (he was a frogs, so I would invite this kid over, (he was a guy like me) and catch frogs. guy like me) and catch frogs.

After we had a couple each, we would pick the After we had a couple each, we would pick the best looking one out of our group and race them. best looking one out of our group and race them. The winner gets the other guys frog.The winner gets the other guys frog.

In the winter, the pond would freeze over, and I got In the winter, the pond would freeze over, and I got my iceskates out. The pond was now an ice my iceskates out. The pond was now an ice skating rink. Fox would chase me as I went skating rink. Fox would chase me as I went round & round the pond.round & round the pond.

After about a year I was riding my bike patroling After about a year I was riding my bike patroling the area around the pond. With Fox at my side, I the area around the pond. With Fox at my side, I raced downhill toward the pond. I tried to stop, raced downhill toward the pond. I tried to stop, but my back tire went into a skid. I went face first but my back tire went into a skid. I went face first into murky, shadowy waters. into murky, shadowy waters.

When I went down, a minute later I felt something When I went down, a minute later I felt something pull on my shirt I grabbed it not knowing what to pull on my shirt I grabbed it not knowing what to think, when I hit the surface, I saw that it was think, when I hit the surface, I saw that it was Fox, pulling on my shirt as if he was trying to Fox, pulling on my shirt as if he was trying to save me. He was to little to save me if I was save me. He was to little to save me if I was really drowning, but it was the thought that really drowning, but it was the thought that counts, I owe him one.counts, I owe him one.

Another year passed. One day my mom got home Another year passed. One day my mom got home from the store, and she bought me a rubber raft I from the store, and she bought me a rubber raft I was just a cheap one, but it was mine. I blew it was just a cheap one, but it was mine. I blew it up with a tire pump, It was just the right size for up with a tire pump, It was just the right size for me & Fox. Out of respect for Fox, I named it the me & Fox. Out of respect for Fox, I named it the USS USS Fox and christened it right in the pond.Fox and christened it right in the pond.

On sunny days, IOn sunny days, I would take the raft out & lay in would take the raft out & lay in the sun with Fox on my legs.the sun with Fox on my legs.

One day, when I was asleep in the raft the wind One day, when I was asleep in the raft the wind blew pretty hard and blew my raft right into a blew pretty hard and blew my raft right into a bunch of sticks and rocks, the bunch of sticks and rocks, the USS USS Fox was Fox was given a sad salute, and then was no more.given a sad salute, and then was no more.

Another year passed, and this would be our last Another year passed, and this would be our last year by the pond. I admired and respected that year by the pond. I admired and respected that pond more than I ever did that year Bat at long pond more than I ever did that year Bat at long last all good things mast come to an end, we last all good things mast come to an end, we moved to another town. Fox & I still visit the moved to another town. Fox & I still visit the pond, but it'll never be like them 3 years when pond, but it'll never be like them 3 years when she was mine.she was mine.

RUBRICSRUBRICS

Resources on the WebResources on the Web

http://itwwp.wikispaces.comhttp://itwwp.wikispaces.com

www.nicenet.orgwww.nicenet.org

Class Key:Class Key: S9755ZS9Z S9755ZS9Z

Amos & BorisAmos & BorisWilliam Steig (1977)William Steig (1977)

““Boris admired the delicacy, the quivering Boris admired the delicacy, the quivering daintiness, the light touch, the small voice, daintiness, the light touch, the small voice, the gemlike radiance of the mouse. Amos the gemlike radiance of the mouse. Amos admired the bulk, the grandeur, the power, admired the bulk, the grandeur, the power, the purpose, the rich voice, and the the purpose, the rich voice, and the abounding friendliness of the whale.”abounding friendliness of the whale.”

All SchoolAll School Writing Writing Assessment Results Gr 10 Assessment Results Gr 10

Fall 2003Fall 2003 % OF STUDENTS SCORING % OF STUDENTS SCORING 33 OR OR

HIGHERHIGHER IN THE TRAITS IN THE TRAITS (5 PT SCALE)(5 PT SCALE)

I/CI/C O O V V WC WC SF C SF C70 70 73 73 74 74 75 75 72 77 72 77

All SchoolAll School Writing Assessment Writing Assessment Results Gr 10 Fall 2003Results Gr 10 Fall 2003

% OF STUDENTS SCORING % OF STUDENTS SCORING 44 OR HIGHEROR HIGHER IN THE IN THE

TRAITSTRAITS

I/C OI/C O V V WC SF C WC SF C30 3330 33 18 18 27 27 27 27 47 47

Planning a School-Wide Planning a School-Wide Writing PolicyWriting Policy

Meeting the Challenge to the Meeting the Challenge to the Nation…Nation…

… …Advice from NCTEAdvice from NCTE

Why establish a writing Why establish a writing policy?policy?

Schools with high levels of Schools with high levels of achievement in writing have achievement in writing have systematically implemented systematically implemented productive teaching and productive teaching and learning practices. learning practices.

What are the characteristics What are the characteristics of such a policy?of such a policy?

Administrators are committed Administrators are committed to writing and lead by exampleto writing and lead by example

Teaching writing is integral to Teaching writing is integral to instruction in all subjectsinstruction in all subjects

Writing practices are based on Writing practices are based on current and effective research current and effective research about writingabout writing

Students are given time and Students are given time and multiple opportunities to writemultiple opportunities to write

Teachers consistently evaluate Teachers consistently evaluate writing instructionwriting instruction

What practices do schools with What practices do schools with effective writing policies follow?effective writing policies follow?

Allocate adequate time and Allocate adequate time and resources to advance student resources to advance student learning by having students write learning by having students write everyday in every subjecteveryday in every subject

Help admin and teachers Help admin and teachers understand how to assess writing understand how to assess writing to enrich student learningto enrich student learning

Support teachers in gaining a Support teachers in gaining a sophisticated understanding of sophisticated understanding of writing processes and in writing processes and in selecting appropriate selecting appropriate strategies to advance every strategies to advance every student as a writerstudent as a writer

Provide insights and strategies to Provide insights and strategies to admin, families and community admin, families and community members to help them work members to help them work together to advance student together to advance student writingwriting

Commit to building a culture of Commit to building a culture of writing over time that will sustain writing over time that will sustain growth and achievement through growth and achievement through a student’s academic career and a student’s academic career and beyondbeyond

How can you get your school How can you get your school started?started?

Audit your instructional Audit your instructional practices, support practices, support structures, and assessment structures, and assessment proceduresprocedures

Provide training for all staffProvide training for all staff

Evaluate the basis of your Evaluate the basis of your writing practices. Align them writing practices. Align them with best practices from with best practices from research.research.

Allow time and opportunities Allow time and opportunities for writing and responding to for writing and responding to what is written.what is written.

Required Required WritingWriting

Name of Name of assignmentassignment

Type/ModeType/Mode

narrativenarrative

persuasivepersuasive

expositoryexpository

Required by:Required by:

State State