Writing Across the Curriculum: Exploring the 6 Traits

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    Writing Across the Curriculum: Exploring the 6 Traits - Presentation Transcript

    1. WRITING ACROSS THE CURRICULUM Exploring the 6 Traits Shanghai American School, Pudong Campus Shanghai, China February 11, 2008 Presenter: Fay Leong
    2. Expectations?
      • What do you
      • hope
      • to get out of this
      • workshop?
    3. How do you feel about teaching writing? Edvard Munch, The Scream , 1893
    4. Why do we write?
      • The reason one writes isn't the fact he wants to say something. He writes because he has something to say.
      • F. Scott Fitzgerald
    5. Essential questions
    6. What kind of writing do we expect our students to be learning/doing?
    7. Once we know the purpose, what characteristics make good writing?
    8. Writing Frameworks
    9. No framework = a big mess
      • When something can be read without effort, great effort has gone into its writing.  
      • Enrique Jardiel Poncela
      • (Spanish playwright, 1901 – 1952)
    10. Different frameworks
      • 6+1 Traits
      • RAFT (Role, Audience, Format, Topic)
      • To use any framework you must first decide on the form of writing that you want
    11. Different Forms
      • One example:
      • Recount - the news, events, timelines ;
      • Procedure - flowcharts, recipes ;
      • Description - events, objects, points of view ;
      • Report - order and manipulate information ;
      • Explanation - cause and effect, how and why ;
      • Argument - generate and evaluate solutions to problems ;
      • Discussion - perspective, evaluation, thinking
      • David Whitehead, Writing Frameworks: Easy-to-Use Structures for Creating Confident, Successful Writers, 2003
    12. 6+1 Traits
    13. What is the 6+1 Traits format?
      • Ideas
      • Organization
      • Word Choice
      • Voice
      • Sentence Fluency
      • Conventions
      • Presentation
      Traits are simply the building blocks of writing
    14. Ideas
      • Required content
      • Key focus should be obvious - supported by relevant details that expand on that focus
      • Message clearly conveyed.
      • Not predictable
      • Presenting insight/depth within the theme
    15. Organization
      • A strong framework/structure
      • Central idea maintained throughout
      • Must suit the purpose (report, analysis, expository)
      • Has a clear beginning
      • Direction is obvious and controlled throughout – providing substance
      • Connections between ideas provide the foundation of the piece/structure
      • Has an emphatic ending that brings closure to the central idea/theme
    16. Voice
      • The writer behind the words is obvious
      • A clear sense of engagement
      • ‘Jumps’ off the page
      • How do you want to help the student create this?
      • Zest. Gusto. How rarely one hears these words used. How rarely do we see people living, or for that matter, creating by them. Yet if I were asked to name the most important items in a writer’s make-up, the things that shape his material and rush him along the road to where he wants to go, I could only warn him to look to his zest, see to his gusto.
      • Ray Bradbury
    17. Word Choice
      • The language suits the purpose
      • Precise
      • Rich
      • Engaging
      • Writer has carefully chosen words that gives depth to the ideas
      • Careful use of everyday words as well as subject specific vocabulary
    18. Sentence Fluency
      • Is the writing stilted?
      • Is it confusing?
      • Does the writing help the message/story/report, or does it obscure it?
    19. Conventions
      • Mechanics – Depends on grade level and standards and benchmarks for that subject
      • Correct usage of grammar
      • Paragraphing
      • Use of capitals
      • Punctuation.
    20. Presentation
      • Decide on the visual and verbal elements
      • Subject specific
      • Dependent on the purpose of the piece
    21. Writing Assessments
    22. Creating Writing Assessments
      • P urpose
      • P rocess
      • P roduct
      • Know what you want from your students
    23. Things to think about
      • From K-12, what forms of writing does your subject expect (a writing continuum)?
      • At your grade level, what processes do you want them to have?
      • Continuum + Skills + Content
      • Required Assessments
    24. Rubrics: Scoring writing assessments
    25. Rubrics: the positives
      • Outlines what’s expected
      • Makes sure teacher and student have worked out the requirements of the assessment
      • Good check-in
      • Grading process is clear
    26. Rubrics: the negatives
      • Do students really read them?
      • Time-consuming to make
      • Outcome is sometimes not a good fit to the letter/number grade
    27. I need direction!
      • Know the purpose of your assessment
      • Identify your grading criteria
      • Keep it simple
      • Set up your basic rubrics for the criteria
      • Modify 6 Traits examples for specific ideas/content and organization
    28. To Re-cap
      • Ask yourself:
      • What is your writing continuum (K-12) within your subject?
      • What do you want to have at your level?
      • Where are the students coming from?
      • Where are they going?
      • Where can we come together across the curriculum to help our students be confident writers no matter what the content or genre?
      • The pen is the tongue of the mind
      • Miguel de Cervantes
    29. Acknowledgements
      • Art of Europe, Munch – The Scream , www.artofeurope.com/munch/mun3.htm
      • Camel smile, Aha Jokes, www.ahajokes.com/crt313.html
      • Daredevils: human pyramid, pib.nic.in /.../pg26jan2003/26012003.html
      • Ideas, www.allposters.com/-sp/Ideas-Posters_i838569_.htm
      • Keystone Search, www.keystonesearch.com/contact.php
      • Learning Resources, www.learningresources.com/product/improving+s ...
      • Northwestern Regional Educational Laboratory, 6+1 Trait® Writing, http://www.nwrel.org/assessment/department.php?d=1
      • Pocket compass, The Magnetic Compass: History, www.solarnavigator.net/compass.htm
      • Tom’s cartoons, Mad Faces, protonicus.studentenweb.org /.../? tutnr =2
      • Writing Frameworks, Silver Creek CSD, October 30, 2006, http://www.slideshare.net/TGray/writing-frameworks/

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