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

Beth LehmanBeth Lehman

Understanding Understanding the 6 Traits the 6 Traits

Model & Writing Model & Writing Across the Across the CurriculumCurriculum

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

Group NORMSGroup NORMS

Attend to personal needsAttend to personal needsStay engaged (cells on silent, please)Stay engaged (cells on silent, please)Strike a balance between Strike a balance between

speaking/listeningspeaking/listeningChimes/hand signals used to gain Chimes/hand signals used to gain

group’s attentiongroup’s attentionHave fun!Have fun!

Reflection NORMSReflection NORMS

Please respect silence during Please respect silence during reflectionsreflections

Please choose other times to take Please choose other times to take personal breakspersonal breaks

Please respect the written reflection Please respect the written reflection process and use the entire reflection process and use the entire reflection time for thinking and writingtime for thinking and writing

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

5 Minute Writing5 Minute Writing

Prompt:Prompt:

Write about a memory Write about a memory you have regarding you have regarding

writing.writing.

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 across person was likely to come across in a lifetime in seventeenth-in a lifetime in seventeenth-century England (Wurman, century England (Wurman, 1989)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

Session I GoalsSession I GoalsImportance of Importance of

WACWACConnecting the 6 Connecting the 6

Trait Model to Trait Model to WACWAC

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 try If students are encouraged to try a variety of thought processes in a variety of thought processes in classes, they can, regardless of classes, they can, regardless of their ages, develop considerable their ages, develop considerable mental power. Writing is one of mental power. Writing is one of

the most effective ways to the most effective ways to develop thinking.develop 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. 47-54Jigsaw list of strategies on pp. 47-54After discussion, write an individual After discussion, write an individual

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

English teachers cf. Levels to SB English teachers cf. Levels to SB strategiesstrategies

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, requires Writing that is polished, requires

revisions, and is not done ‘on revisions, and is not done ‘on demand’ is Level 3 writing and demand’ is Level 3 writing and should be assessed using should be assessed using allall or or some some of the 6 Traitsof the 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 proofreading suggest putting the burden of proofreading squarely where it belongs--on the squarely where it belongs--on the writerwriter, , then use the 6 TRAITS assessment!then use the 6 TRAITS assessment!

What makes good writing?What makes good writing?

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))

The difficulties we encounter…The difficulties we encounter…

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! (See p. 54)time! (See p. 54)

DESCRIPTORS FOR IDEAS AND DESCRIPTORS FOR IDEAS AND CONTENTCONTENT

A writer should do the following:A writer should do the following: Narrow the topic to Narrow the topic to something specific something specific Use fresh and original ideas Use fresh and original ideas Write from experience Write from experience Show insight in the writing Show insight in the writing Make the main idea stand out Make the main idea stand out Use supporting details Use supporting details Stay in control of the topicStay in control of the topic Develop the topic in Develop the topic in an an

entertaining wayentertaining way

DESCRIPTORS FOR DESCRIPTORS FOR ORGANIZATIONORGANIZATION

A writer should do the following:A writer should do the following: Use an inviting lead that "hooks" the reader Use an inviting lead that "hooks" the reader Place supporting details so that they fit Place supporting details so that they fit Use logical and effective structure, order, and Use logical and effective structure, order, and

sequence sequence Give information at just the right moment Give information at just the right moment Use smooth transitions to help the ideas flow together Use smooth transitions to help the ideas flow together Use a conclusion that ties everything together Use a conclusion that ties everything together Use a conclusion that gives the reader a Use a conclusion that gives the reader a sense of resolution sense of resolution Use organization that enhances the central Use organization that enhances the central idea idea

A writer should do the following:A writer should do the following: Write honestly and from the heart Write honestly and from the heart Share his/her feelings about the topic Share his/her feelings about the topic Speak directly to the reader (without using Speak directly to the reader (without using YOU) YOU) Use language that brings the topic to life for the reader Use language that brings the topic to life for the reader Care about what he/she has written Care about what he/she has written Write to be read Write to be read Use more expression than what is in an encyclopedia Use more expression than what is in an encyclopedia

article article Give the reader a sense of the person behind the Give the reader a sense of the person behind the

words words

DESCRIPTORS FOR VOICE

DESCRIPTORS FOR WORD CHOICEDESCRIPTORS FOR WORD CHOICE

A writer should do the following:A writer should do the following: Use words that create a mental picture for the Use words that create a mental picture for the

reader reader Use powerful action verbs Use powerful action verbs Use adjectives that are as descriptive as Use adjectives that are as descriptive as

possible possible Use specific, not general, nouns Use specific, not general, nouns Use language that is natural and not overdone Use language that is natural and not overdone Use slang, and clichés sparingly Use slang, and clichés sparingly Be concise Be concise Use words correctly Use words correctly Avoid repetitionAvoid repetition

A writer should do the following:A writer should do the following: Give the writing an easy flow and rhythm Give the writing an easy flow and rhythm Invite expressive oral reading of the text Invite expressive oral reading of the text Use complete sentences--any fragments Use complete sentences--any fragments

must add to the meaning of the text must add to the meaning of the text Use different sentence lengths Use different sentence lengths Use different sentence beginnings Use different sentence beginnings Use different sentence structures Use different sentence structures Use writing that sounds natural Use writing that sounds natural

DESCRIPTORS FORSENTENCE FLUENCY

DESCRIPTORS FOR WRITING DESCRIPTORS FOR WRITING CONVENTIONSCONVENTIONS

A writer should do the following:A writer should do the following: Reinforce the organization with good paragraphing Reinforce the organization with good paragraphing Use grammar that contributes to clarity and style Use grammar that contributes to clarity and style Guide the reader through the paper with correct punctuation Guide the reader through the paper with correct punctuation Use correct spelling, even on difficult words Use correct spelling, even on difficult words Use capitalization correctly Use capitalization correctly Enhance the readability of the paper with Enhance the readability of the paper with conventions conventions Provide a long enough piece of writing to show a wide range of Provide a long enough piece of writing to show a wide range of

skills skills Proofread and edit the paper Proofread and edit the paper Make sure any errors are intentional for stylistic Make sure any errors are intentional for stylistic effect effect

Validity and ReliabiltyValidity and ReliabiltyValidity 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?

ISTEP vs 6 TraitsISTEP vs 6 Traits

Which to use? Which is right? Which will Which to use? Which is right? Which will help our kids the most?help our kids the most?

Analytic vs. Holistic ScoringAnalytic vs. Holistic Scoring

6 Traits is ANALYTIC6 Traits is ANALYTIC

ISTEP is HOLISTICISTEP is HOLISTIC

ISTEPISTEP 6 Traits6 TraitsI/CI/C I/CI/COO OOVV VVSTYLESTYLE WCWC

SFSFCC

CC2 scores 2 scores 6 scores6 scores

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.