Writing Matters 6 Traits Wac Ips


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  • Writing Matters 6 Traits Wac Ips

    1. 1. W R I T I N G M A T T E R S A workshop of the Indiana Teachers of Writing and its IUPUI site of the National Writing Project Herb Budden Beth Lehman
    2. 2. Understanding the 6 Traits Model & Writing Across the Curriculum
    3. 3. The AGENDA… <ul><li>...will move through several flexible activities designed increase knowledge base and teaching skills--all involve reading/writing/collaborating </li></ul>
    4. 4. Group NORMS <ul><li>Attend to personal needs </li></ul><ul><li>Stay engaged (cells on silent, please) </li></ul><ul><li>Strike a balance between speaking/listening </li></ul><ul><li>Chimes/hand signals used to gain group’s attention </li></ul><ul><li>Have fun! </li></ul>
    5. 5. Reflection NORMS <ul><li>Please respect silence during reflections </li></ul><ul><li>Please choose other times to take personal breaks </li></ul><ul><li>Please respect the written reflection process and use the entire reflection time for thinking and writing </li></ul>
    6. 6. QUOTES SPEAK <ul><li>Find a quote that “speaks” to you. Stand by it. Introduce yourself to others who have selected the same quote, and discuss why you chose it. Have one person quickly introduce members of your group to the large group and say something about your quote </li></ul>
    7. 7. 5 Minute Writing <ul><li>Prompt: </li></ul><ul><li>Write about a memory you have regarding writing. </li></ul>
    8. 8. Stampede
    9. 9. <ul><li>A weekday edition of The New York Times contains more information than the average person was likely to come across in a lifetime in seventeenth-century England (Wurman, 1989) </li></ul>
    10. 10. <ul><li>The Internet is the fastest growing communications media in world history. </li></ul><ul><li>It took the Web four years to reach 50 million users. </li></ul><ul><li>Compare this to the number of years it took radio (38), personal computers (16), and television (13) to reach that many users (Warschauer 1999) </li></ul>
    11. 11. <ul><li>The blogosphere is now doubling in size every six months. It is sixty times larger than it was three years ago (Silfrey, 2006) </li></ul>
    12. 12. <ul><li>Today eighty percent or more of the companies in the service and finance, insurance and real estate sectors, the corporations with the greatest employment growth potential, assess writing during hiring. </li></ul><ul><li>Half of all companies take writing into account when making promotion decisions. (National Commission on Writing 2004) </li></ul>
    13. 13. Stampede II
    14. 14. Session I Goals <ul><li>Importance of WAC </li></ul><ul><li>Connecting the 6 Trait Model to WAC </li></ul>
    15. 15. Things to remember: <ul><li>You are probably already doing WAC! </li></ul><ul><li>If it makes teaching harder, you’re doing it wrong </li></ul><ul><li>Student achievement will improve using writing across the curriculum </li></ul>
    16. 16. The 6 Trait Model can help… <ul><li>… BUT, there are myths to be dispelled: </li></ul><ul><li>the 6 Trait model is NOT a curriculum </li></ul><ul><li>the 6 Trait model is NOT a program </li></ul><ul><li>the 6 Trait model IS a way to empower students and teachers to communicate about the qualities of writing in a consistent, transparent manner </li></ul><ul><li>MORE ON THIS LATER!! </li></ul>
    17. 17. Why Writing Across the Curriculum (WAC)? <ul><li>Faculty in all disciplines find that when students write in their classes, they learn material and improve their thinking about ideas in the courses. </li></ul><ul><li>Writing assigned across the curriculum helps students prepare for the typical communicative tasks they'll face on the job, no matter what the job is. </li></ul>
    18. 18. Can writing enhance m e n t a l p o w e r? <ul><li>If students are encouraged to try a variety of thought processes in classes, they can, regardless of their ages, develop considerable mental power. Writing is one of the most effective ways to develop thinking. </li></ul>
    19. 19. What types of writing are best used across the curriculum? <ul><li>Writing across the curriculum has been implemented at a range of schools and universities. In those schools, writing assignments generally fall into two categories: </li></ul>
    20. 20. <ul><li>Writing to Learn </li></ul><ul><li>Writing in the Disciplines </li></ul>
    21. 21. Do teachers have to be expert in grammar to assign writing? <ul><li>Not at all! In writing-to-learn tasks, the emphasis is upon the content, not the mechanics of the writing. </li></ul>
    22. 22. 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.
    23. 23. What do WTL & WID look like? <ul><li>Activity: Text Rendering the </li></ul><ul><li>Maxwell article </li></ul><ul><li>Sentence </li></ul><ul><li>Phrase </li></ul><ul><li>Word </li></ul>
    24. 24. How are the levels of writing and WAC connected? <ul><li>WTL = Level 1 </li></ul><ul><li>WID = Levels 2 and 3, depending upon the assignment </li></ul>
    25. 25. What is Writing in the Disciplines? <ul><li>WID (LEVEL 3) assignments are typically, but not exclusively, formal papers prepared over a few days, weeks or even months. </li></ul>
    26. 26. Activity <ul><li>Jigsaw list of strategies on pp. 47-54 </li></ul><ul><li>After discussion, write an individual reflection on what you are already doing with the Levels of Writing. What could you add? </li></ul><ul><li>English teachers cf. Levels to SB strategies </li></ul>
    27. 27. Writing & Grading <ul><li>Remember the LEVELS of writing– </li></ul><ul><li>LEVEL 1- no scoring of content </li></ul><ul><li>LEVEL 2- scored for content only </li></ul><ul><li>LEVEL 3- scored consistently and analytically by trait across faculty </li></ul>
    28. 28. What about writing conventions in my subject? <ul><li>The final papers should adhere to format and style guidelines typical of the subjects they are helping students learn about. </li></ul>
    29. 29. Remember: use the LEVELS to determine how to assess! <ul><li>Writing that is polished, requires revisions, and is not done ‘on demand’ is Level 3 writing and should be assessed using all or some of the 6 Traits — </li></ul>
    30. 30. Polished writing (Level 3) needs Six Trait assessment! <ul><li>If you assign more polished pieces, especially those that adhere to conventions of your subject, then we suggest putting the burden of proofreading squarely where it belongs--on the writer , then use the 6 TRAITS assessment! </li></ul>
    31. 31. What makes good writing?
    32. 32. The 6 TRAITS: <ul><li>IDEAS & CONTENT ( I/C ) </li></ul><ul><li>ORGANIZATION ( O ) </li></ul><ul><li>VOICE ( V ) </li></ul><ul><li>WORD CHOICE ( WC ) </li></ul><ul><li>SENTENCE FLUENCY( SF ) </li></ul><ul><li>CONVENTIONS ( C ) </li></ul>
    33. 33. The difficulties we encounter…
    34. 34. What are the 6 TRAITS? <ul><li>Based on research, the 6 Trait approach provides more specific feedback to students on various portions of his/her writing. Each trait is scored on a continuum/scale. Not all traits have to be scored each time! (See p. 54) </li></ul>
    35. 35. DESCRIPTORS FOR IDEAS AND CONTENT <ul><li>A writer should do the following: </li></ul><ul><li>Narrow the topic to something specific </li></ul><ul><li>Use fresh and original ideas </li></ul><ul><li>Write from experience </li></ul><ul><li>Show insight in the writing </li></ul><ul><li>Make the main idea stand out </li></ul><ul><li>Use supporting details </li></ul><ul><li>Stay in control of the topic </li></ul><ul><li>Develop the topic in an entertaining way </li></ul>
    36. 36. DESCRIPTORS FOR ORGANIZATION <ul><li>A writer should do the following: </li></ul><ul><li>Use an inviting lead that &quot;hooks&quot; the reader </li></ul><ul><li>Place supporting details so that they fit </li></ul><ul><li>Use logical and effective structure, order, and sequence </li></ul><ul><li>Give information at just the right moment </li></ul><ul><li>Use smooth transitions to help the ideas flow together </li></ul><ul><li>Use a conclusion that ties everything together </li></ul><ul><li>Use a conclusion that gives the reader a </li></ul><ul><li>sense of resolution </li></ul><ul><li>Use organization that enhances the central </li></ul><ul><li>idea </li></ul>
    37. 37. <ul><li>A writer should do the following: </li></ul><ul><li>Write honestly and from the heart </li></ul><ul><li>Share his/her feelings about the topic </li></ul><ul><li>Speak directly to the reader (without using </li></ul><ul><li>YOU) </li></ul><ul><li>Use language that brings the topic to life for the reader </li></ul><ul><li>Care about what he/she has written </li></ul><ul><li>Write to be read </li></ul><ul><li>Use more expression than what is in an encyclopedia article </li></ul><ul><li>Give the reader a sense of the person behind the words </li></ul>DESCRIPTORS FOR VOICE
    38. 38. DESCRIPTORS FOR WORD CHOICE <ul><li>A writer should do the following: </li></ul><ul><li>Use words that create a mental picture for the reader </li></ul><ul><li>Use powerful action verbs </li></ul><ul><li>Use adjectives that are as descriptive as possible </li></ul><ul><li>Use specific, not general, nouns </li></ul><ul><li>Use language that is natural and not overdone </li></ul><ul><li>Use slang, and clichés sparingly </li></ul><ul><li>Be concise </li></ul><ul><li>Use words correctly </li></ul><ul><li>Avoid repetition </li></ul>
    39. 39. <ul><li>A writer should do the following: </li></ul><ul><li>Give the writing an easy flow and rhythm </li></ul><ul><li>Invite expressive oral reading of the text </li></ul><ul><li>Use complete sentences--any fragments must add to the meaning of the text </li></ul><ul><li>Use different sentence lengths </li></ul><ul><li>Use different sentence beginnings </li></ul><ul><li>Use different sentence structures </li></ul><ul><li>Use writing that sounds natural </li></ul>DESCRIPTORS FOR SENTENCE FLUENCY
    40. 40. DESCRIPTORS FOR WRITING CONVENTIONS <ul><li>A writer should do the following: </li></ul><ul><li>Reinforce the organization with good paragraphing </li></ul><ul><li>Use grammar that contributes to clarity and style </li></ul><ul><li>Guide the reader through the paper with correct punctuation </li></ul><ul><li>Use correct spelling, even on difficult words </li></ul><ul><li>Use capitalization correctly </li></ul><ul><li>Enhance the readability of the paper with </li></ul><ul><li>conventions </li></ul><ul><li>Provide a long enough piece of writing to show a wide range of skills </li></ul><ul><li>Proofread and edit the paper </li></ul><ul><li>Make sure any errors are intentional for stylistic </li></ul><ul><li>effect </li></ul>
    41. 41. Validity and Reliabilty <ul><li>Validity answers the question: can we all agree that does this thing does what it is supposed to do? </li></ul><ul><li>Reliability answers the question: will one person’s use of the thing match up consistently with another’s use of it? </li></ul>
    42. 42. ISTEP vs 6 Traits <ul><li>Which to use? Which is right? Which will help our kids the most? </li></ul>
    43. 43. Analytic vs. Holistic Scoring <ul><li>6 Traits is ANALYTIC </li></ul><ul><li>ISTEP is HOLISTIC </li></ul>
    44. 44. <ul><li>ISTEP 6 Traits </li></ul><ul><li>I/C I/C </li></ul><ul><li>O O </li></ul><ul><li>V V </li></ul><ul><li>STYLE WC </li></ul><ul><li>SF </li></ul><ul><li>C </li></ul><ul><li>C </li></ul><ul><li>2 scores 6 scores </li></ul>
    45. 45. All School Writing Assessment Results Gr 10 Fall 2003 <ul><li>% OF STUDENTS SCORING 3 OR HIGHER IN THE TRAITS </li></ul><ul><li>(5 PT SCALE) </li></ul><ul><li>I/C O V WC SF C </li></ul><ul><li>70 73 74 75 72 77 </li></ul>
    46. 46. All School Writing Assessment Results Gr 10 Fall 2003 <ul><li>% OF STUDENTS SCORING 4 OR HIGHER IN THE TRAITS </li></ul><ul><li>I/C O V WC SF C </li></ul><ul><li>30 33 18 27 27 47 </li></ul>
    47. 47. Planning a School-Wide Writing Policy Meeting the Challenge to the Nation… … Advice from NCTE
    48. 48. Why establish a writing policy? <ul><li>Schools with high levels of achievement in writing have systematically implemented productive teaching and learning practices. </li></ul>
    49. 49. What are the characteristics of such a policy? <ul><li>Administrators are committed to writing and lead by example </li></ul><ul><li>Teaching writing is integral to instruction in all subjects </li></ul>
    50. 50. <ul><li>Writing practices are based on current and effective research about writing </li></ul><ul><li>Students are given time and multiple opportunities to write </li></ul><ul><li>Teachers consistently evaluate writing instruction </li></ul>
    51. 51. What practices do schools with effective writing policies follow? <ul><li>Allocate adequate time and resources to advance student learning by having students write everyday in every subject </li></ul><ul><li>Help admin and teachers understand how to assess writing to enrich student learning </li></ul>
    52. 52. <ul><li>Support teachers in gaining a sophisticated understanding of writing processes and in selecting appropriate strategies to advance every student as a writer </li></ul>
    53. 53. <ul><li>Provide insights and strategies to admin, families and community members to help them work together to advance student writing </li></ul><ul><li>Commit to building a culture of writing over time that will sustain growth and achievement through a student’s academic career and beyond </li></ul>
    54. 54. How can you get your school started? <ul><li>Audit your instructional practices, support structures, and assessment procedures </li></ul><ul><li>Provide training for all staff </li></ul>
    55. 55. <ul><li>Evaluate the basis of your writing practices. Align them with best practices from research. </li></ul><ul><li>Allow time and opportunities for writing and responding to what is written. </li></ul>