6-Trait Writing Instruction and Assessment

How Did You Learn to Write?

I always did well on essay tests. Just put everything you know on there, maybe youll hit it. And then you get the paper back from the teacher and shes written just one word across the top of the page, vague. I thought vague was kind of vague. Id write underneath it unclear, and send it back. Shed return it to me, ambiguous. Id send it back to her, cloudy. Were still corresponding to this day . . . hazy . . . muddy . . . ~Jerry Seinfeld, SeinLanguage

Nothing frustrates a young writer or an older writer more than looking at a finished piece and knowing it isnt very good, but not knowing what to do about it. ~ Tommy Thomason

Questions to Consider
do we teach studentsand how do students learnto write well? What do we look for when grading students writing, and how do we explain those grades to students? How do we teach students to revise their own writing? How do we show them specific ways to improve?
How

What do we value in writing?

Read

Redwoods

What do you notice about this students writing? Identify its major strengths and weaknesses. Share your observations with a partner. Discuss what advice you would give this writer.

What grade level is this writer? What was the prompt? 11th grade Write about a memorable place.

What do we value in writing?

Read

Mouse Alert

What do you notice about this students writing? Identify its major strengths and weaknesses. Share your observations with a partner. Discuss what advice you would give this writer.

What grade level is this writer? What was the prompt? 7th grade Write about your summer vacation.

Objectives: In the next 60 minutes . . .

Learn

the language of the six traits Learn how focus lessons can be used to help students improve their writing trait by trait Understand how the six traits relate to the writing process Understand how the six traits create an important link between assessment and instruction

The Six Traits: A Brief History

Originated in Oregon in the 1980s Vicki Spandel, NWREL researchers, and 17 teachers Purpose: to develop a consistent vocabulary for defining good writing/writing instruction; to create an assessment rubric to be used across all grade levels Evaluated thousands of papers (all grade levels) and identified common characteristics of good writing Those qualities became the six traits

The Six Traits of Good Writing

Ideas Organization Voice Word Choice Sentence Fluency Conventions (+1) Presentation

Defining Ideas
Ideas

make up the content of the piece of writingthe heart of the message. (Culham) The ideas are the heart of the message, the content of the piece, the main theme, together with the details that enrich and develop that theme. (NWREL)

When I was in school I thought details were just extra words to add in a story to make it better. I thought detail was decoration or wallpaper . . . Details are not wallpaper; they are walls. ~Barry Lane

Teaching Ideas
For

students to arrive at good content, we must help them:

Select an idea (the topic) Narrow the idea (focus) Elaborate on the idea (development) Discover the best information to convey the idea (details)

Narrowing the Idea: R.A.F.T.

R.A.F.T. stands for . . .

Role of the writer Audience for the piece of writing Format of the material Topic or subject of the piece of writing Example: You are Jerry Spinelli, author of the delightful novel, Stargirl. Design a three-part advertising campaign that will assist you and your publisher to convince one of the major movie studios to buy the movie rights and make a feature film based on the book.

Elaborating on Ideas
Ask

Me a Question

In groups of three, students take turns reading their writing aloud to the group. The listeners do not comment. Instead, they write down three questions they have (things they want to know more about) and give them to the writer. This helps the writer become more aware of details he or she might want to add during revision.

Defining Organization
Organization

is the internal structure of the piece, the thread of meaning, the logical pattern of the ideas. (Culham) Organization is the internal structure of a piece of writing, the thread of central meaning, the logical and sometimes intriguing pattern of the ideas. (NWREL)

Good prose is architecture.

~Ernest Hemingway

Teaching Organization
Strategies

for effective organization include:

Beginning with an inviting and focusing introduction Providing thoughtful links between key points and ideas Employing a logical, purposeful, and effective sequence Controlling the pacing Closing with a satisfying conclusion

Sequencing: Mix It Up
Choose a short piece of texta poem, a magazine article, a short story, etc. Cut the text into pieces so students can move them around like a puzzle. Ask students, in groups, to put the parts in order. Which comes first, second, third, last? How do you know? If students disagree, discuss the different ways students have organized the parts. Are they logical and effective?

Introductions: Share Examples

Use mentor texts to show students a variety of ways to begin, and post a list on the wall.

A thought-provoking question A hint of the conclusion An anecdote An indication of main points A dramatic or eye-opening statement A quotation

Encourage students to add to the list as they discover additional models in their independent reading. Variations: Sorting Leads, Matching Openers and Closers

Defining Voice
Voice

is the soul of the piece. Its what makes the writers style singular, as his or her feelings and convictions come out through the words. (Culham) The voice is the heart and soul, the magic, the wit, along with the feeling and conviction of the individual writer coming out through the words. (NWREL)

We must teach ourselves to recognize our own voice. We want to write in a way that is natural for us, that grows out of the way we think, the way we see, the way we care. But to make that voice effective we must develop it, extending our natural voice through the experience of writing on different subjects for different audiences, of using our voice as we perform many writing tasks. ~Donald Murray, Write to Learn

Teaching Voice
Voice

emerges when the writer:

Allows the writing to sound like him/herself Shows that he/she really cares about the idea Writes with energy and enthusiasm Writes with the reader in mind Takes risks to make the writing memorable Matches the writing to its audience and purpose

Learning to Hear Voice in Literature

Collect

short passages that exemplify strong or distinctive voice, put them on overheads, and read them aloud. Have students discuss what they think they know about the writer (or narrator):

Is the writer young or old? male or female? What feeling does the writer want to communicate? Does the writer care about this piece of writing? What kind of audience is the writer addressing? How do you know these things? What aspects of the text led you to these conclusions?

More Ideas for Teaching Voice

Greeting Cards: Collect a variety of birthday cards, and have students sort them: romantic, sarcastic, sincere, cute, sentimental, etc. Voice In, Voice Out: Give students a piece of text that lacks voice (instruction manual, textbook, memo, etc.) and invite them to add as much voice as possible. Read the two versions aloud and discuss the differences. Try it the other way, too have students remove the voice from a strong piece of writing. New Voices, New Choices: Have students write the first sentence of a letter (on the same topic) for five different audiences.

Defining Word Choice

Word

choice is at its best when it includes the use of rich, colorful, precise language that moves and enlightens the reader. (Culham) Word choice is the use of rich, colorful, precise language that moves and enlightens the reader. (NWREL)

The difference between the almost-right word and the right word is really a large matterits the difference between the lightning bug and the lightning.
Dont say the old lady screamed. Bring her on and let her scream! ~Mark Twain

Teaching Word Choice

Teaching

word choice involves:

Striking Language: Sharpening students descriptive powers Exact Language: Using lively verbs, precise nouns, and accurate modifiers Natural Language: Making it sound authentic Beautiful Language: Choosing colorful words and phrases ~Ruth Culham, 6+1 Traits of Writing

Descriptive Limits

Put this prompt on the board: Write about a moment when you were unbelievably scared. As a class, discuss possible ways to approach the topic. When everyone seems ready to begin writing, tell them that the words scare, frighten, fright, fear, fearful, afraid, spook, startle, terror, terrorize, terrify, panic, cold sweat, shock, surprise, dread, turn pale, hair stand on end, blood run cold, and teeth chatter are all off limits. After students have time to write, debrief the experience. What did they discover? How did this activity make them more (or less) creative in their word choice?

The Game of Connotations

I am selective. You are choosy. She is fussy.

I am confident. Your are self-assured. He is conceited.

I am energetic. You are jumpy. He is unable to sit still.

Challenge students to come up with their own examples.

Expanding Small Phrases into Bigger Ones

You cant support an elephant on a step ladder. Notice the difference between these two sentences:

The wind was strong. The wind fumed and shrieked about the house, yanking at the loose shingles.

Have students use vivid verbs, colorful adjectives, and precise nouns to rewrite sentences such as:

The dog was hungry. The house was empty. My sister got mad. The rain came down. My shoes were tight.

Words, Words, Words Everywhere

Use

Word Walls and more to create a printrich classroom environment:

Keep strips of colored paper handy so students can record cool words they discover during reading and writing activities. Color code them according to parts of speech: precise nouns, descriptive adjectives, energetic verbs. Post them on the walls, windows, ceiling, etc.

Defining Sentence Fluency

Sentence fluency is the flow of the language, the sound of word patternsthe way the writing plays to the ear, not just to the eye. (Culham) Sentence fluency is the rhythm and flow of the language, the sound of word patterns, the way in which the writing plays to the earnot just to the eye. (NWREL) Fluent writing is graceful, varied, rhythmic, and powerful.

Writing is hard work. A clear sentence is no accident. Very few sentences come out right the first time, or even the third time. ~William Zinsser, On Writing Well

Teaching Sentence Fluency

Helping

students improve their sentence fluency means teaching them to:

Use a variety of sentence lengths Use a variety of sentence beginnings Use a variety of sentence structures Use repetition of sounds, words, and phrases to create patterns Create writing that can be read aloud with ease

Sentence Stretching
Ask each student to write a simple sentence of 4-5 words at the top of a sheet of paper. (Example: Matthew ate a pizza.) Students pass the paper to the next student who must add or change one element to make the sentence more specific and interesting. After the paper has been passed to 10-12 people, it is returned to the original owner. Students write their revised sentences on the board for all to see.

End With a Noun

Experiment with one of your sentences. Try ending it with different parts of speech. Decide which is the most effective.

A rolling stone gathers no moss. (noun) If a stone rolls, hardly any moss with be gathered. (verb) If you are concerned about moss gathering on a stone, roll it. (pronoun) When trying to rid yourself of moss, roll the stone quickly. (adverb) If you roll the stone, the moss will become smooth. (adjective)

Defining Conventions

Conventions represent the pieces level of correctnessthe extent to which the writer uses grammar and mechanics with precision. (Culham) Conventions are the mechanical correctness of the piece spelling, grammar and usage, paragraphing, use of capitals, and punctuation. (NWREL) Conventions include anything a copy editor might deal with. The whole purpose of this trait is to enhance readabilityto make the writing enticing and accessible to the reader.

Editing is easy, all you have to do is cross out the wrong words. ~Mark Twain

Teaching Conventions
Teaching

students the correct use of conventions includes lessons that focus on:
Spelling correctly when publishing work Applying basic capitalization rules with consistency Using appropriate punctuation marks to guide the reader Using appropriate grammatical structures to communicate ideas clearly and convincingly

Tips for Teaching Conventions

Get a good sense of what students know and what they still need to learn. Teach the skills that are developmentally appropriate for students to add to their repertoire of conventions. Allow for plenty of practice, time to experiment, and opportunities to apply the new skills in their writing. Hold students accountable for the specific skills for which they have an understanding. Use wall charts and mentor texts.

Presentation (the + 1)
zeros in on the form and layout how pleasing the piece is to the eye. (Culham) Presentation makes the piece easy to read:
Presentation

Margins are even; layout is effective. Handwriting or font is legible and clear. Illustrations are appropriate and well-placed. Everything contributes to the effectiveness of the writing.

Why Use the Six Traits?

It

provides a common language for teachers and students to use in teaching and learning about the craft of writing. It provides consistency in writing assessment and a shared vocabulary for giving feedback to students. It provides a guiding focus for writing instruction and the tools students need to revise their own writing.

Why is the 6+1Trait Model an Effective Teaching Tool for Writing Instruction?

Defines good writing in a specific way for the teacher and the student Provides a way to delineate areas of individual strengths and areas of challenge Allows for greater consistency and accuracy in assessment Provides a common vocabulary for vertical and horizontal alignment of instruction Develops all of the traits evaluated in state assessment Provides a clear link between reading and writing Enables students to become self-assessors

The writing process is a means to an end and not an end in itself. ~Ruth Culham

The Traits and the Writing Process

Prewriting

Drafting
Revising Editing Publishing

Ideas, Organization, Voice Ideas, Organization, Voice, Word Choice, Sentence Fluency All traits except conventions Conventions Presentation

Two Groups of Traits

Revision Traits:

Individual, creative, complex, and messy Ideas, Organization, Voice, Word Choice, Sentence Fluency
Predetermined, correct, and exacting Conventions, Presentation

Editing Traits:

Coach students to keep conscious editing out of the prewriting and drafting process; most editing should occur after revision of ideas occurs.

Good assessment always begins with a vision of success. ~Richard Stiggins, Student-Centered Classroom Assessment

We must constantly remind ourselves that the ultimate purpose of evaluation is to enable students to evaluate themselves. ~Arthur Costa

The Traits and Assessment

The 6-Trait rubrics can be used by:

Self, peer, teacher

A single trait, a group of traits, all the traits

To assess: The 6-Trait rubrics can also be used as:

A tool for vertical and horizontal curriculum alignment An instrument for grade-level, school, or district measurement It is the bridge to revision. 6-Trait Writing is all about revision!

Assessment is not the end of the writing process.

Assessment is not the private property of teachers. Kids can learn to evaluate their own writing. They must take part in this . . . it is central to the growth of writing. Even before they write, they need to know about what makes writing strong or effective. And they need to know the criteria by which their own writing will be judged. ~ Marjorie Frank

Where do I begin?
Establish a writing community in your classroom based on the whole writing process. Focus your mini-lessons, assessment, and revision on the traits, preferably one at a time. Use the vocabulary of the traits when reading and discussing texts. Were teaching our students to write, not to trait. (Ruth Culham, 6+1 Traits of Writing)

The Traits and Instruction

Introduce the concept of the writing traits Immerse students in writers language Teach students to be assessors of their own and others work: guide them through analysis of anonymous sample papers; use self-assessment in revising and goal setting Share strong and weak examples from many different sources (including literature and student writing) to illustrate each trait Use focused lessons that target each trait; include hands-on activities to help students develop skills and deepen their understanding Provide numerous opportunities for students to practice focused revision and editing of their own work as well as the work of others; model writing and let students coach you

Think of how many teachers you had who actually helped you with your writing. Most people can name one or two. I say to teachers, Be that one teacher for a child. ~Donald Graves

Resources
Culham, Ruth. 6+1 Traits of Writing: The Complete Guide. New York: Scholastic, 2003. Northwest Regional Educational Laboratory. http://www.nwrel.org/assessment/ Spandel, Vicki. Creating Writers Through 6-Trait Writing Assessment and Instruction. 3rd ed. New York: Addison Wesley Longman, 2001. Spandel, Vicki. Write Traits: 6-Trait Instruction and Assessment. San Antonio. 24-26 Oct. 2005.