tag:blogger.com,1999:blog-31511894265841730852024-03-18T20:57:18.402-07:006-Traits ResourcesI'm always finding new 6-trait resources online. I'll include anything that will help writing instruction as well. Feel free to comment and suggest new resources! ~Denwiredinstructorhttp://www.blogger.com/profile/07221464821539727027noreply@blogger.comBlogger198125tag:blogger.com,1999:blog-3151189426584173085.post-61770110072318373682020-08-02T12:23:00.005-07:002020-08-02T12:35:15.569-07:006-Traits Posters<br /><h1 style="text-align: center;">We all need posters, online, or face to face it helps the kids learn the traits.</h1><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjQG8lHFXsmtNZSJ_enFIdawDiSOoeJMJMYrEXYPS8v-o7tTTAU68p8T2r70gA0R4IXnn8q6dvUE2zYDUBpMk44H2L90ysrp7o3PiUFtMnTQTXQAHo-1thbL-Wifm4YRn67FKOWNE3MISM/s740/Good-writing.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="740" data-original-width="500" height="800" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjQG8lHFXsmtNZSJ_enFIdawDiSOoeJMJMYrEXYPS8v-o7tTTAU68p8T2r70gA0R4IXnn8q6dvUE2zYDUBpMk44H2L90ysrp7o3PiUFtMnTQTXQAHo-1thbL-Wifm4YRn67FKOWNE3MISM/w540-h800/Good-writing.png" width="540" /></a></div><div><br /></div><div style="text-align: center;"><a href="https://www.pinterest.de/pin/74872412545002633/">More Downloadable Mini-Posters</a></div><div style="text-align: center;"><br /></div><div style="text-align: center;"><a href="https://www.pinterest.de/wiredinstructor/6-traits-writing-process-resources/">6-Traits Resources On Pinterest</a></div><div style="text-align: center;"><br /></div><div style="text-align: center;"><a href="https://www.uwstout.edu/academics/online-distance-education/online-professional-development/online-professional-development-courses?fbclid=IwAR3lEtCBzG2ph3AqQTD9zEwQCcU1v81wr6s4sNWku0brQ0vXrZRWDs989SQ#teachingwriting" target="_blank">Learn to teach and access writing with the 6-traits</a></div><div style="text-align: center;"><a href="https://www.uwstout.edu/academics/online-distance-education/online-professional-development/online-professional-development-courses?fbclid=IwAR3lEtCBzG2ph3AqQTD9zEwQCcU1v81wr6s4sNWku0brQ0vXrZRWDs989SQ#teachingwriting" target="_blank">Online Graduate Class</a></div><div class="blogger-post-footer">6-Traits Resources</div>wiredinstructorhttp://www.blogger.com/profile/07221464821539727027noreply@blogger.com0tag:blogger.com,1999:blog-3151189426584173085.post-90793745640269947452020-07-29T14:12:00.001-07:002020-07-29T14:12:30.893-07:00Teaching and Assessing Writing with the 6-Traits - Online graduate class from UW-StoutThis is a great online class. Fall 2020 may be your last chance to experience superb online teaching while learning to teach writing in all settings, face to face, hybrid, or fully online.<br />
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Help your kids reach their dreams!</h3>
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<a href="https://1.bp.blogspot.com/-hjErMBvnuAA/XyHl8nQjfgI/AAAAAAAAfD0/wdn38pHqDbA_McBX5vfY8ArsNRKGl1PZQCLcBGAsYHQ/s1600/future2.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="640" data-original-width="424" src="https://1.bp.blogspot.com/-hjErMBvnuAA/XyHl8nQjfgI/AAAAAAAAfD0/wdn38pHqDbA_McBX5vfY8ArsNRKGl1PZQCLcBGAsYHQ/s1600/future2.png" /></a></div>
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EDUC 653 Middle School Through Adult Writing Instruction<br />
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EDUC 654 PK Through Elementary Writing Instruction<br />
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Instructor: Renee Williams<br />
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Fall: September 21 - November 13, 2020<br />
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Learn More: <a href="https://www.uwstout.edu/academics/online-distance-education/online-professional-development/online-professional-development-courses#teachingwriting">https://www.uwstout.edu/academics/online-distance-education/online-professional-development/online-professional-development-courses#teachingwriting</a><br />
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Don't miss it!<div class="blogger-post-footer">6-Traits Resources</div>wiredinstructorhttp://www.blogger.com/profile/07221464821539727027noreply@blogger.com0tag:blogger.com,1999:blog-3151189426584173085.post-77855109970331580532020-07-29T14:04:00.002-07:002020-07-29T14:04:44.362-07:00Creating and Using Rubrics for Assessment<a href="https://1.bp.blogspot.com/-7ecRHxFcwTg/XxyH_4WIuPI/AAAAAAAAe9M/NUjp9dTbh2UXiTf1fwzfbrFIQ9KfHfERQCLcBGAsYHQ/s1600/Rubrics-top.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em; text-align: center;"><img alt="Rubrics for Video Conferencing, Online discussion, eportfolio, video projects, collaboration, teamwork" border="0" data-original-height="395" data-original-width="446" height="566" src="https://1.bp.blogspot.com/-7ecRHxFcwTg/XxyH_4WIuPI/AAAAAAAAe9M/NUjp9dTbh2UXiTf1fwzfbrFIQ9KfHfERQCLcBGAsYHQ/s640/Rubrics-top.png" title="What's New? " width="640" /></a><br />
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Rubrics and Assessment Resources and Examples</h4>
<a href="https://www.uwstout.edu/academics/online-distance-education/online-professional-development/educational-resources-rubrics/rubrics-and-assessment-resources">https://www.uwstout.edu/academics/online-distance-education/online-professional-development/educational-resources-rubrics/rubrics-and-assessment-resources</a><br />
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Videoconferencing Rubric by Maggie Rouman with additional updates by Kathy Schrock</h4>
<a href="https://www2.uwstout.edu/content/profdev/rubrics/videoconferencing_rubric.html">https://www2.uwstout.edu/content/profdev/rubrics/videoconferencing_rubric.html</a><br />
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EPortfolio (Digital Portfolio) Rubric by Joan Vandervelde</h4>
<a href="https://www2.uwstout.edu/content/profdev/rubrics/eportfoliorubric.html">https://www2.uwstout.edu/content/profdev/rubrics/eportfoliorubric.html</a><br />
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Collaboration Rubric by Dr. Karen Franker</h4>
<a href="https://www2.uwstout.edu/content/profdev/rubrics/secondaryteamworkrubric.html">https://www2.uwstout.edu/content/profdev/rubrics/secondaryteamworkrubric.html</a><br />
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Elementary Teamwork Rubric by Dr. Karen Franker</h4>
https://www2.uwstout.edu/content/profdev/rubrics/elemteamworkrubric.html<br />
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Video Project Rubric by Joan Vandervelde</h4>
<a href="https://www2.uwstout.edu/content/profdev/rubrics/videorubric.html">https://www2.uwstout.edu/content/profdev/rubrics/videorubric.html</a><br />
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Online Discussion Rubric by Joan Vandervelde</h4>
<a href="https://www2.uwstout.edu/content/profdev/rubrics/discussionrubric.html">https://www2.uwstout.edu/content/profdev/rubrics/discussionrubric.html</a><div class="blogger-post-footer">6-Traits Resources</div>wiredinstructorhttp://www.blogger.com/profile/07221464821539727027noreply@blogger.com0tag:blogger.com,1999:blog-3151189426584173085.post-27934281490041055132020-06-28T14:26:00.000-07:002020-07-29T14:33:25.338-07:00Understanding Voice: A 6-Traits Lecture<div class="separator" style="clear: both; text-align: left;">
<a href="https://3.bp.blogspot.com/-VLFnG4jZV10/WkVtnnItEQI/AAAAAAAAN5k/iOwq9DcKJJ85xzpDCCwe6iV7d5diEL82QCLcBGAs/s1600/voice-banner.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="169" data-original-width="750" height="144" src="https://3.bp.blogspot.com/-VLFnG4jZV10/WkVtnnItEQI/AAAAAAAAN5k/iOwq9DcKJJ85xzpDCCwe6iV7d5diEL82QCLcBGAs/s640/voice-banner.jpg" width="640" /></a></div>
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Finding Their Voices </h2>
We begin with Voice, because more than any other trait, it seems to intimidate or confuse teachers and parents. Voice: What is it? Can it be taught? How do we explain Voice to the parent who says, "I never had it when I was in school!"?<br />
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<a href="http://www.wiredinstructor.net/6traits-online/sounds_uw_player/open-lecture2.html" target="_blank">(Continue on to the complete lecture)</a><br />
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Learn to teach and assessing writing using the 6-Traits in this great online class:<br />
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<a href="https://www.uwstout.edu/academics/online-distance-education/online-professional-development/online-professional-development-courses#teachingwriting" target="_blank">Learn More! </a></h3>
<br /><div class="blogger-post-footer">6-Traits Resources</div>wiredinstructorhttp://www.blogger.com/profile/07221464821539727027noreply@blogger.com0tag:blogger.com,1999:blog-3151189426584173085.post-86148011810170183932020-01-04T05:30:00.000-08:002020-07-26T10:26:24.535-07:00How to Introduce the 6 Traits<h2 style="text-align: center;">
Fall 2020 enroll now,</h2>
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<a href="http://www.uwstout.edu/soe/profdev/traits.cfm" target="_blank">Learning more about our 6-Trait online graduate class?</a></h2>
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<a href="https://1.bp.blogspot.com/-FIean021g5Y/VvSVPcuT0_I/AAAAAAAAMLQ/rTO8DzLXe28EBqXN7ocIqSNtrrDj800Nw/s1600/introductions.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="520" src="https://1.bp.blogspot.com/-FIean021g5Y/VvSVPcuT0_I/AAAAAAAAMLQ/rTO8DzLXe28EBqXN7ocIqSNtrrDj800Nw/s640/introductions.png" width="640" /></a></div>
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This article was originally published by the Writing Teacher, a fine blog that is no longer online. I retrieved the article using the <a href="http://www.archive.org/web/web.php">Wayback Machine</a> from the Internet Archive Project. Lessons Learned! Always keep a back up copy of your work. Many thanks to the Internet Archive project for attempting to back up the entire Internet! This version of the article has been refreshed with additional resources.<br />
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Dennis O'Connor teaches online at the University of Wisconsin-Stout and has 42 years of experience as an elementary and middle school teacher, a professional development trainer, and online instructor and designer. As a district Language Arts Coordinator he organized teacher training in the writing process and Traits Writing Model. His online graduate course, <a href="http://www.uwstout.edu/soe/profdev/traits.cfm" target="_blank">Teaching and Assessing Writing with the 6-Traits</a> has been engaging students via the internet for 16 years. In addition to teaching and consulting, he maintains several invaluable websites:<br />
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<li><a href="http://facebook.com/6traits">Facebook: 6-Traits Resources</a></li>
<li><a href="http://wiredinstructor.net/community.html">Wiredinstructor Traits Resources</a></li>
<li><a href="http://elearning-certificate.blogspot.com/">Online Teaching Graduate Certificate Blog</a></li>
<li><a href="http://21cif.blogspot.com/">21st Century Information Fluency</a></li>
</ul>
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I have taught <a href="http://www.uwstout.edu/soe/profdev/traits.shtml" target="_blank">6-traits assessment and writing on the Internet</a> since the turn of the century. Before that I developed a writing workshop with a technology enabled blend of writing process and traits. Most of my students were 7/8 mixed classes in a block schedule. I was fortunate to have the same students two years in a row. The blend of writing process and 6-traits instruction produced remarkable results, in the classroom and on the state mandated writing test. Online, I have shared what I learned in the classroom with hundreds of dedicated teachers as they create writing workshops empowered by 6-traits concepts.<br />
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<b>Establishing the writing process as the basis for instruction</b>.</span></h3>
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<i>It's always writing process first, then the traits.</i> Traits and the writing process fit together naturally. The writing process provides a path to a young writer. The traits are the touchstones on the path.<br />
The <b>pre-writing</b> phase of the traits is the perfect place to hammer home the importance of <b>Ideas</b>. Help young writers generate ideas with any number of brainstorming techniques. When the right topic and information has been generated, you'll see a writer light up.<b><br />
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<b>Drafting</b> helps the writer <b>apply organization, word choice</b> and <b>sentence fluency</b> to the first rush of <b>ideas</b> and <b>voice</b>.<b><br />
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<b>Responding</b> is enhanced by a <b>traits based vocabulary </b>that sharpens and enhances revision. When students understand the language and criteria of traits, they have a variety of ways into the revision process. Simply checking conventions and making a neat copy gives way to revision based on <i>all</i> the traits.<br />
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<b>Multiple response sessions</b> may be needed, since you'll want to limit the response to one trait at a time. Too much feedback will only confuse a writer. It's always better to keep the feedback short and focused on one strength and one area for improvement.<br />
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<b>Editing for conventions </b>helps prepare the piece for formal assessment and <b>publication</b>, which ends the writing cycle.<br />
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</b><b>Resources:</b><br />
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<ul><span class="full-image-block ssNonEditable">
<li><a href="http://tinyurl.com/writingprocess" target="_blank">Archive of Writing Process Articles NWP</a></li>
<li><a href="http://www.nwp.org/" target="_blank">National Writing Project NWP</a></li>
<li><a href="http://owl.english.purdue.edu/owl/resource/587/01/" target="_blank">Starting the Writing Process</a></li>
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<b>Where do I start teaching the 6 Traits?</b></span></h3>
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<b>Introduce traits sequentially:</b>
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<li>Ideas</li>
<li>Voice</li>
<li>Word Choice</li>
<li>Organization</li>
<li>Sentence Fluency</li>
<li>Conventions</li>
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<span class="full-image-block ssNonEditable">This order of presentation isn't set in cement. If there is a particular trait you are comfortable with, start there. I start with voice in my online class. Many teachers struggle with this trait, so I make understanding the concept of voice the foundation for the class. However, in a face-to-face, K-12 classroom, the trait of ideas is a logical place to start, as generating ideas is the first step in the writing process.<br />
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<b>How much time do I spend teaching the 6-traits?</b></span></h3>
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You can spend the entire year working with the writing process and the 6-traits and never exhaust the possibilities. Of course, you have to adapt your planning to meet the realities of your classroom. That said:<br />
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<li>Quick overview introduction: 6 short lessons, one for each trait.</li>
<li>Introduce one trait at a time.</li>
<li>Introduce and teach <i>all</i> of the traits.</li>
<li>Go deeper throughout the year. Schedule 2-4 weeks for each trait.</li>
<li>Provide rubrics, 6-traits writing guides and checklists.</li>
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<b>Rubric Resources:</b>
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<ul><span class="full-image-block ssNonEditable">
<li><a href="http://educationnorthwest.org/resource/464" target="_blank">6+1 Traits® Scoring Guides</a></li>
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<b>First teach the concept, then apply the concept as a <i>trait of writing.</i></b></span></h3>
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Introduce the core concept of a trait separately from writing.<br />
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<li>What's the voice you see in a painting or hear in music?</li>
<li>Can you recognize fluency in a dance?</li>
<li>One more good example</li>
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A teacher in one of my online classes introduced organization by scattering desks all around her room. Students walk in and suddenly, they're confused. There's no order! Once students experience the connection between chaos and organization, it's time to explain the concept of organization in writing.<br />
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<b>A basic pattern for introducing each trait.</b></h3>
Hammer home the trait's criteria with many small focused lessons, followed by a practice writing period.<br />
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<li>Compare strong and weak writing examples for each trait.</li>
<li>Provide ample practice rewriting weak samples into strong samples.</li>
<li>Have students score sample papers.</li>
</ul>
Consider using online databases of practice papers that provide expert feedback. Have students assess samples for a single trait and then check expert feedback. Students need to practice recognizing traits in anonymous samples many times before they are able to independently use the traits to revise their own writing.<br />
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After presenting your traits mini-lesson, write with your students. As you write, you will show your students how important writing really is. Revise your weak pieces using a computer or overhead projector. Use a think aloud technique as you revise for a specific trait. This form of modeling is essential to any writing workshop.<br />
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<b>Seize Teachable Moments</b></h3>
If a chance to understand another trait presents itself before you formally introduce it, <i>seize the teachable moment!</i> Quickly introduce the new trait in the context of the current trait. If you have an opportunity to show how finding the right idea fires up a writer's voice with confidence and enthusiasm, don't miss it! Say enough about a trait to be appropriate for the moment without getting lost in a tangent. Foreshadowing concepts and vocabulary creates a foundation for the traits concepts to come.<br />
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<b>Use 6-Traits Posters</b></h3>
Plaster the walls with traits posters. Keep the concepts and criteria on the walls for ready reference. Sometimes just walking over to the poster and touching it as you talk will set the patter for your students. Soon you will see students glancing at the posters as they work. Constant coaching on the concepts, supported by bullet points on the criteria helps everyone build understanding. Posters that explain the writing process are a good idea as well. Multiple graphics representations of big concepts are always a good idea.<b><br />
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<b>Resources:</b>
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<ul>
<li><a href="http://6-traits.blogspot.com/2008/10/writing-process-6-traits-web-20.html" target="_blank">Writing Process / 6-Traits / Web 2.0</a></li>
<li><a href="http://web.archive.org/web/20090215122904/http://www.edina.k12.mn.us/concord/teacherlinks/sixtraits/posterspage.htm" target="_blank">Six Traits of Writing Posters</a></li>
<li><a href="http://www.kimskorner4teachertalk.com/writing/sixtrait/sixtrait/posters.htm" target="_blank">Six Traits Posters (Kim's Corner)</a></li>
<li><a href="http://www.realclassroomideas.com/resources/Six+Traits-+Poster+Pack.pdf">The Reading/Writing Poster Pack (Steve Peha)</a></li>
<li><a href="http://writingfix.com/PDFs/6_Traits/Building_Traits_Overview.pdf">Building with the 6-Traits (Writing Fix)</a></li>
</ul>
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<b>Plan to Teach and Re-Teach</b>.</h3>
Each time you introduce the concept of a new trait, refer to the previous trait, while mentioning the traits yet to come. Freely use the vocabulary of traits as you present your mini-lessons. Plan to teach and re-teach throughout the year. Combine mini-lessons with ample writing time focus on the trait. When using sample papers or the practice databases available on the web, focus one trait at a time. Here's the practice pattern:<br />
<ul>
<li>Read the story.</li>
<li>Write your traits score and a brief rationale for your thinking.</li>
<li>Check your score against that of the experts.</li>
</ul>
Once the new trait is locked in, repeat the process for each trait you have already introduced. This can be done solo or in small groups. Understanding the traits by scoring and discussing multiple samples works for both students and teachers!<br />
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<b>Resources:</b>
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</span><span class="full-image-block ssNonEditable"><ul>
<li><a href="http://www.literatelearner.com/6traits/page_template6t.php?f=main" target="_blank">The Literate Learner</a></li>
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<b>Traits allow meaningful revision!</b></h3>
The ultimate goal of writing instruction is for students to become assessors of their own writing. 6-Traits provides the vocabulary and the concepts teachers and students need to recognize the entry points for revision. Too often, students think revision is just a matter of fixing the sloppy copy. While conventions are important, there are 5 other, equally important traits to consider while revising during the writing process.<br />
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It is best to save intense focus on conventions until the editing phase which happens just before the publishing stage of the writing process. Sadly, many young writers freeze when hit by negative feedback on conventions. Those who don't instantly suffer a case writer's cramp may go into <i>a play it safe</i> shell that destroys voice by limiting word choice to only those words the writer can safely spell. By postponing editing until later in the writing process, the writer has time to practice traits application during an extended respond and revise experience.<br />
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<b>Patience and Waiting for Eureka Moments</b></h3>
When you first start, you wonder if a six traits approach will really work. You have to commit a lot of time to teaching and writing. This is difficult in test-driven environments where time is short and success isn't always measured by improved writing ability. However, over the course of the first year you will see significant improvement. It will take faith and patience, but doesn't all teaching?<br />
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I recall a eureka moment as I listened to previously inarticulate kids from my toughest class speak eloquently about the ideas and voice being shared by their peers. These middle schoolers, who a few months earlier hated writing, were using traits vocabulary to offer supportive and insightful feedback. It is moments like these teachers never forget. These people were writers helping each other.<br />
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Contrast the hushed and focused atmosphere of a writing-process-based classroom full of motivated young writers with the groans, protests, and glassy eyed resentment of kids stuck in a test prep system and you'll understand why fighting to create a writing workshop powered by the traits is worth the effort.<br />
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<h3>
Recommended books on the 6-Traits</h3>
<b>PK-4 </b>: <a href="http://www.amazon.com/Creating-Young-Writers-Classrooms-Revisers/dp/0205537022/ref=pd_bbs_sr_2?ie=UTF8&s=books&qid=1221186635&sr=1-2" target="_blank">Creating Young Writers: Using the Six Traits to Enrich Writing Process in Primary Classrooms (2nd Edition) (Creating 6-Trait Revisers and Editors Series) (Paperback)</a> by Vicki Spandel. Allyn & Bacon; 2007<br />
<b><br />
</b><br />
<b>Middle School-Adult Ed</b>: <a href="http://www.amazon.com/Creating-Writers-Assessment-Instruction-Revisers/dp/020561910X/ref=pd_bbs_sr_1?ie=UTF8&s=books&qid=1221185751&sr=1-1" target="_blank">Creating Writers Through 6-Trait Writing Assessment and Instruction (5th Edition) (Creating 6-Trait Revisers and Editors Series) (Paperback)</a> by Vicki Spandel. Allyn & Bacon, 2008.
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<div class="blogger-post-footer">6-Traits Resources</div>wiredinstructorhttp://www.blogger.com/profile/07221464821539727027noreply@blogger.com0tag:blogger.com,1999:blog-3151189426584173085.post-77480443574673758902017-12-28T12:58:00.000-08:002017-12-28T12:58:02.600-08:006+1 Writing: Web Resources by Trait: Organization <h2 style="text-align: center;">
Interested in a 6-Trait <a href="http://www.uwstout.edu/soe/profdev/courses.cfm#writing" target="_blank">online graduate course</a>?
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<span style="font-family: Verdana, Arial, Helvetica, sans-serif;"><i>"I think a title is like a magnet. It begins to draw these scraps of experience or conversation or memory to it. Eventually, it collects a book. " Louise Erdrich (1954 -) US-American Indian Chippewa writer, poet .</i></span><br />
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<span style="font-family: Verdana, Arial, Helvetica, sans-serif;"><a href="http://educationnorthwest.org/traits" target="_blank">6+1 TRAIT Writing Education Northwest</a></span> (The original home for the six traits still has some good resources!)<br />
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<span style="font-family: Verdana, Arial, Helvetica, sans-serif;">Chris Meeks on Organization (Internet Gold from the Wayback Machine)</span></h3>
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<li><span style="font-family: Verdana, Arial, Helvetica, sans-serif;"><a href="https://web.archive.org/web/20070204163323/http://www.efuse.com:80/Design/wa-structure.html" target="_blank">Structure: A framework for your words</a> by Christopher Meeks</span></li>
<li><span style="font-family: Verdana, Arial, Helvetica, sans-serif;"><a href="https://web.archive.org/web/20070204162832/http://www.efuse.com:80/Design/wa-seven-steps.html" target="_blank">Seven Steps to Your Second Draft</a> by Christopher Meeks</span></li>
<li><span style="font-family: Verdana, Arial, Helvetica, sans-serif;"><a href="https://web.archive.org/web/20100213162335/http://efuse.com:80/Design/wa-more_better_writing_2.html" target="_blank">More Better Writing Part 2 </a>Ten tips to better writing by Christopher Meeks</span></li>
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<a href="http://www.writingfix.com/Traits.htm" onmousedown="return clk(this,'res',6)">The Writing Traits at Writing Fix: <b>6</b> + 1<b></b></a> Good Info on all traits, including organization. <br />
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<a href="http://writingfix.com/6_traits/organization.htm" target="_blank">WritingFix: Teaching the Skills of Organization</a> The WritingFix is the best!<br />
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<a href="http://www.k5chalkbox.com/paragraph-structure.html">Stoplight Writing: Graphic Organizers for Paragraph Structure</a><br />
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<span style="color: #990099; font-family: Verdana, Arial, Helvetica, sans-serif;"><strong><em>Interested in a 6-Trait <a href="http://www.uwstout.edu/soe/profdev/courses.cfm#writing" target="_blank">online graduate class</a>?</em></strong></span><div class="blogger-post-footer">6-Traits Resources</div>wiredinstructorhttp://www.blogger.com/profile/07221464821539727027noreply@blogger.com0tag:blogger.com,1999:blog-3151189426584173085.post-30894993976592694212017-09-08T10:28:00.002-07:002017-09-08T10:28:45.902-07:00EDUC 653: Teaching and Assessing Writing with the 6-Traits<h2 style="text-align: center;">
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<div class="blogger-post-footer">6-Traits Resources</div>wiredinstructorhttp://www.blogger.com/profile/07221464821539727027noreply@blogger.com0tag:blogger.com,1999:blog-3151189426584173085.post-9707479044618361582017-05-27T11:03:00.004-07:002017-05-27T11:03:46.026-07:00Lecture: Finding Their Voices<iframe frameborder="no" height="450" scrolling="no" src="https://w.soundcloud.com/player/?url=https%3A//api.soundcloud.com/tracks/306276892&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false&visual=true" width="100%"></iframe><div class="blogger-post-footer">6-Traits Resources</div>wiredinstructorhttp://www.blogger.com/profile/07221464821539727027noreply@blogger.com0tag:blogger.com,1999:blog-3151189426584173085.post-80696369879128506902017-04-27T17:23:00.000-07:002017-04-28T12:06:06.217-07:006-Traits Writing Online: Register Today<center style="font-family: Georgia, 'Times New Roman', Times, serif; font-size: 16px;">
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<tr><td style="font-size: 16px;" width="12"></td><td style="font-size: 16px;" width="598"><hr class="module_title" size="3" style="color: #006699; font-family: Arial; font-size: 19px; font-weight: bold;" />
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<tr><td style="font-size: 16px;" width="12"></td><td style="font-size: 16px;" width="598"><div class="module_title" style="color: #006699; font-family: Arial; font-size: 19px; font-weight: bold;">
<span style="color: #006699; font-family: "arial";"><span style="font-size: 19px;"><b><span id="goog_1258964278"></span><a href="http://www.uwstout.edu/soe/profdev/traits.cfm" target="_blank">EDUC 654 Teaching and Assessing Writing with the 6-Traits Elementary (PK-5)</a> </b></span></span><br />
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<span style="color: #006699; font-family: "arial";"><span style="font-size: 19px;"><b><a href="http://www.uwstout.edu/soe/profdev/traits.cfm" target="_blank">EDUC 653 Teaching and Assessing Writing with the 6-Traits Middle School-Adult</a><span id="goog_1258964279"></span></b></span></span></div>
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<img align="right" alt="Renee Williams" height="113" src="https://www2.uwstout.edu/content/profdev/traits/images/Renee_Williams.jpg" width="100" /></div>
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<tr><td class="emphasis" style="font-family: Arial, Helvetica, sans-serif; font-size: 15px; font-weight: bold;" width="93"><strong style="font-size: 15px;">Instructor:</strong></td><td style="font-size: 16px;" width="184">Renee Williams</td></tr>
<tr><td class="emphasis" style="font-family: Arial, Helvetica, sans-serif; font-size: 15px; font-weight: bold;"><strong style="font-size: 15px;">Telephone: </strong></td><td style="font-size: 16px;">971-4504572474</td></tr>
<tr><td class="emphasis" style="font-family: Arial, Helvetica, sans-serif; font-size: 15px; font-weight: bold;"><strong style="font-size: 15px;">E-mail:</strong></td><td style="font-size: 16px;"><a href="mailto:williamsr@uwstout.edu" style="color: #669999; font-family: 'Trebuchet MS', Arial, Helvetica, sans-serif; font-size: 15px; font-weight: bold;">williamsr@uwstout.edu</a></td></tr>
<tr><td colspan="2" style="font-size: 16px;">Office appointment calls available via Skype: renwill11 in Dubai, U.A.E.</td></tr>
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<b style="mso-bidi-font-weight: normal;">Testimonials</b></div>
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The lectures and readings, coupled with active on-line discussions with classmates, helped me gain an understanding of how to enable students to use all traits effectively. </div>
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<li class="MsoNormal" style="mso-list: l0 level1 lfo1;">I've come to understand that all traits are useful in all stages of the writing process, though conventions and presentation should typically be emphasized less until students' ideas are already on paper. </li>
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<li class="MsoNormal" style="mso-list: l0 level1 lfo1;">I've also learned that one can teach students traits through subjects seemingly unconnected with writing at first glance—teaching students to look for ideas in a musical selection, for instance. <span style="mso-spacerun: yes;"> </span><b>~ Crystal Conklyn</b></li>
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<i style="mso-bidi-font-style: normal;">Each week has only enhanced my feelings about using the traits</i>. I've learned that using 6-traits is a simple way to both organize writing instruction and assess each students writing capabilities. </div>
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<i style="mso-bidi-font-style: normal;">I also like how it's designed to support students in a positive manner.</i> I can identify each student's strengths and weaknesses in just a few minutes by concentrating on one trait at a time with the rubric in hand. I also have more time to do short mini-lessons with individual students or small groups based on their needs. I save the whole group lessons for actually teaching the traits within the writing process. I'm also encouraged by the growth of my student's writing abilities this year. </div>
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<b style="mso-bidi-font-weight: normal;">I'll definitely continue to use 6-traits in my class! </b><b style="mso-bidi-font-weight: normal;">~ Michelle Hicks</b></div>
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You Will Learn How to</h3>
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<li>Enhance student writing by teaching and assessing ideas, organization, voice, word choice, sentence fluency, conventions</li>
<li>Build the reading/writing connection using mentor texts</li>
<li>Use digital tools in the writing process</li>
<li>Use the writing process with multiple ways to teach</li>
<li>Prewriting/Brainstorming</li>
<li>Organizing and developing a message/drafting</li>
<li>Revising/changing, rewriting, clarifying, deleting and regrouping text</li>
<li>Editing/grammar, punctuation and spelling corrections</li>
<li>Preparing product for publication/sharing</li>
<li>Engage students in the art of writing well</li>
<li>Develop time-saving assessment and feedback strategies using rubrics</li>
<li>Make connections between the 6-Traits, Common Core and writing across the curriculum</li>
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Includes e-Textbook</h2>
<span style="font-size: 16px;">Textbook for PK-3 teachers:</span><br />
<span style="font-size: 16px;">Spandel, Vicki, (2011). Creating Young Writers: Using the Six Traits to Enrich Writing Process in Primary Classrooms (3rd Edition) (Creating 6-Trait Revisers and Editors Series), Pearson Education.ISBN: 978-0132685856</span><br />
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<span style="font-size: 16px;">Textbook for Grades 4*, 5, Middle School, High School, and Adult Ed teachers:</span><br />
<span style="font-size: 16px;">Spandel, Vicki. (2012). Creating Writers: 6 Traits, Process, Workshop, and Literature (6th Edition). Pearson. ISBN: 978-0132944106</span><br />
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<span style="font-size: 16px;">*4th grade teachers, ESL, Special Ed, and teachers working in 'inclusive' classrooms could benefit from using both books.</span><br />
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Additional reading materials will be included as e-mail mini lectures or references on the WWW.</div>
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When you log in to the course, you will access the e-textbook to read online from your tablet, laptop or desktop. The e-textbook software is compatible with an iPad, Kindle Fire or fully Internet-capable device. It is not compatible with a Kindle Reader.</div>
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You can highlight info and organize info in the e-book (i.e. adding a note stating something like "reference in my discussion posting") and print only what you want for use as a study guide. You may share notes and highlighting with peers in the class. Printing of the entire textbook is allowed for your personal professional use.</div>
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Objectives</h2>
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<li style="margin-left: 15px; margin-top: 0.5em;">Articulate an understanding of the historical foundations of the 6-traits writing movement and its relevance to classroom instruction.</li>
<li style="margin-left: 15px; margin-top: 0.5em;">Analyze writing samples based on the critical attributes of each trait.</li>
<li style="margin-left: 15px; margin-top: 0.5em;">Apply a variety of composing and revision techniques used in the writing process.</li>
<li style="margin-left: 15px; margin-top: 0.5em;">Apply the 6-traits rubrics to analytically score writing samples and describe reasoning behind scoring decisions based on the point scale rubrics of the Northwest Regional Educational Laboratory (NWREL) and the Oregon Public Education Network (O.P.E.N.).</li>
<li style="margin-left: 15px; margin-top: 0.5em;">Utilize online databases to practice analytical scoring for each of the 6-traits.</li>
<li style="margin-left: 15px; margin-top: 0.5em;">Demonstrate effective strategies for teaching writing and differentiate 6-traits instruction based on a wide range of academic diversity including English language learners and special needs students.</li>
<li style="margin-left: 15px; margin-top: 0.5em;">Redesign current writing lessons and integrate the 6-traits approach with developmentally appropriate learning activities.</li>
<li style="margin-left: 15px; margin-top: 0.5em;">Analyze the impact of standardized testing on writing instruction and how 6-traits assessments prepare students for Common Core state and national writing tests.</li>
<li style="margin-left: 15px; margin-top: 0.5em;">Apply collaborative learning theory, model the technique with writing classes, and demonstrate use of technology such as discussion forums, online writing centers, blogs and wikis for writing assignments.</li>
<li style="margin-left: 15px; margin-top: 0.5em;">Increase the frequency of student writing and strategic integration of carefully designed writing tasks in different subject area curriculum.</li>
<li style="margin-left: 15px; margin-top: 0.5em;">Write reflectively about the themes, topics, and issues involved in teaching with the 6-traits.</li>
<li style="margin-left: 15px; margin-top: 0.5em;">Synthesize current research, contemporary theories, teaching strategies, and instructional technology to teach writing in content areas.</li>
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By the end of the course participants will be able to efficiently assess student writing using the 6+1 Traits™ model. Participants will have shared effective methods for teaching each trait. Finally, participants will publish an original student sample, complete with 6-traits scores and rationales.</div>
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Instructor-Student Communication</h2>
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The primary methods for communicating with students with be via...</div>
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<li style="margin-left: 15px; margin-top: 0.5em;"><span class="emphasis" style="font-family: "arial" , "helvetica" , sans-serif; font-size: 15px; font-weight: bold;">Course News </span>Updates, instructions, advice and tips will be posted in the Course News. Remember to check it each time you login to your course. Please log in at least four times a week.</li>
<li style="margin-left: 15px; margin-top: 0.5em;"><strong style="font-family: Arial, Helvetica, sans-serif; font-size: 15px;">Discussion </strong>Check the Discussion Board posts and responses regularly and remember that your level of Discussion Board participation and your discussion summary will be factored into your grade.</li>
<li style="margin-left: 15px; margin-top: 0.5em;"><strong style="font-family: Arial, Helvetica, sans-serif; font-size: 15px;">Your UW-Stout Email Account</strong><br />Check the university email at least every other day. Daily is better. No course communication will be sent to your home/work personal email accounts.</li>
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As we complete each activity, you are encouraged to share your discoveries and successes with other participants and collaborate during team problem-solving. Participants may share drafts of works-in-progress for peer feedback and discuss ideas and suggestions before submitting the final project.</div>
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Each participant brings unique needs and resources to the group. Our sharing will provide a broader base of experience as we discover the solutions to each other's design needs and challenges.</div>
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Since our diverse groups are usually in many different time zones feel free to use the following aids to determine what time it is in your classmates' countries and/or cities. This will help when setting up real-time chats with your learning partner during collaborative projects.</div>
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Evaluation</h2>
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Your final grade will be based on:</div>
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40% - Satisfactory completion of module activities</blockquote>
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20% - Final Project</blockquote>
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20% - Online Discussion (postings to <strong style="font-family: Arial, Helvetica, sans-serif; font-size: 15px;">Discussion Forum</strong>) </blockquote>
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20% - Self-reflection</blockquote>
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<span style="font-family: "times new roman"; font-size: small;">Your projects will be evaluated using standards listed on the module rubrics or checklists.</span></div>
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A -- Exceeds the standard </blockquote>
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B -- Proficient demonstration of the standard </blockquote>
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I -- Incomplete demonstration of the standard (Work must be resubmitted.)</blockquote>
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<a href="http://www2.uwstout.edu/content/profdev/rubrics/discuss_etiquette.html" style="color: #669999; font-family: 'Trebuchet MS', Arial, Helvetica, sans-serif; font-size: 15px; font-weight: bold;" target="_blank">Discussion Board Etiquette</a> (Please Read!)</div>
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Evaluation of your <strong style="font-family: Arial, Helvetica, sans-serif; font-size: 15px;">Discussion Forum</strong> participation is cumulative and subjective based on notes that the facilitator records each week. Always feel free to e-mail your facilitator for help in upgrading your participation in the <strong style="font-family: Arial, Helvetica, sans-serif; font-size: 15px;">Discussion Forum</strong>.</div>
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<strong style="font-family: Arial, Helvetica, sans-serif; font-size: 15px;">Exemplary</strong> indicates you participated above the minimum level in both quantity and clarity of communication in your <strong style="font-family: Arial, Helvetica, sans-serif; font-size: 15px;">Discussion Forum</strong> postings.<br />
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<strong style="font-family: Arial, Helvetica, sans-serif; font-size: 15px;">Proficient</strong> indicates you met the minimum requirement. Discussion postings are timely, relevant and include some feedback about the readings and responds to others' comments in the discussions<br />
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<strong style="font-family: Arial, Helvetica, sans-serif; font-size: 15px;">Partially Proficient </strong>Discussion postings are too few in number, or too trivial to fully meet the requirement. For example, most of the postings are "I think so too" or "I disagree", but lack any argument that adds to the discussion or includes excessive quoting from the material without any real supporting evidence of how the topic might integrate with their classroom teaching.<br />
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<strong style="font-family: Arial, Helvetica, sans-serif; font-size: 15px;">Incomplete</strong> indicates you consistently contributed below the minimum two messages per week or contributions were merely perfunctory ("I agree with so and so.") or unclear.</blockquote>
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Reflections will be evaluated for clarity and your understanding of the readings and activities.</div>
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Any time that you want to ask about your progress, send an email directly to your facilitator.</div>
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<span style="color: #330066; font-family: "trebuchet ms" , "arial" , sans-serif; font-size: 17px;">Grading Scale</span></div>
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<tr><td style="font-size: 16px;" width="73"></td><td style="font-size: 16px;" width="25">A</td><td align="right" style="font-size: 16px;" width="76">100-94</td></tr>
<tr><td style="font-size: 16px;"></td><td style="font-size: 16px;">A-</td><td align="right" style="font-size: 16px;">93-91</td></tr>
<tr><td style="font-size: 16px;"></td><td style="font-size: 16px;">B+</td><td align="right" style="font-size: 16px;">90-88</td></tr>
<tr><td style="font-size: 16px;"></td><td style="font-size: 16px;">B</td><td align="right" style="font-size: 16px;">87-84</td></tr>
<tr><td style="font-size: 16px;"></td><td style="font-size: 16px;">B-</td><td align="right" style="font-size: 16px;">83-81</td></tr>
<tr><td style="font-size: 16px;"></td><td style="font-size: 16px;">C+</td><td align="right" style="font-size: 16px;">80-78</td></tr>
<tr><td style="font-size: 16px;"></td><td style="font-size: 16px;">C</td><td align="right" style="font-size: 16px;">77-74</td></tr>
<tr><td style="font-size: 16px;"></td><td style="font-size: 16px;">F</td><td align="right" style="font-size: 16px;">73 or below</td></tr>
</tbody></table>
<div style="font-family: "times new roman", times, serif; font-size: medium;">
To maintain Full Academic Standing, a cumulative GPA of 3.0 is required for graduate students.<br />
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<div style="font-family: "times new roman", times, serif; font-size: medium;">
<a href="http://www.uwstout.edu/grad/upload/Graduate-School-Policies.pdf" style="color: #660066; font-family: 'Trebuchet MS', Arial, Helvetica, sans-serif; font-size: 15px; font-weight: bold;">http://www.uwstout.edu/grad/upload/Graduate-School-Policies.pdf</a><br />
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<h2 style="color: #003366; font-family: "trebuchet ms", arial, sans-serif; font-size: 19px; margin-bottom: 15px; margin-top: 0px; padding-top: 0px;">
Course Outline</h2>
<ol style="font-size: 16px;">
<li style="margin-left: 15px; margin-top: 0.5em;"><strong style="font-family: Arial, Helvetica, sans-serif; font-size: 15px;">Getting Started With Traits </strong>Introductions, Community, The 6-Traits Theory, Historical Foundations, The Writing Process, Coaching Students Trait by Trait</li>
<li style="margin-left: 15px; margin-top: 0.5em;"><strong style="font-family: Arial, Helvetica, sans-serif; font-size: 15px;">Trait: Voice</strong><br />Finding the Courage to Speak from the Heart, Teaching students to be assessors, Composing and revision in the writing process, Teaching strategies, Voice and informational writing, Books for teaching Voice, Six point writing guide</li>
<li style="margin-left: 15px; margin-top: 0.5em;"><strong style="font-family: Arial, Helvetica, sans-serif; font-size: 15px;">Trait: Ideas and Content</strong><br />Generating Great Ideas, Ideas defined, Lessons and strategies for Ideas, Practice papers for Ideas, Ideas sample rubrics, Three level writing guide, Timeline/revision checklist for Ideas, Ideas and informational writing, Prewriting activities, Ideas as a foundation for meaning, Books for teaching Ideas</li>
<li style="margin-left: 15px; margin-top: 0.5em;"><strong style="font-family: Arial, Helvetica, sans-serif; font-size: 15px;">Trait: Organization</strong><br />Techniques and Tips for Structuring Student Writing, Organization defined, Timeline/checklist for Organization, Teaching of Organization, Books for teaching Organization, Practice papers for Organization, Focused lessons for Organization, Three level writing guide, Six point writing guide</li>
<li style="margin-left: 15px; margin-top: 0.5em;"><strong style="font-family: Arial, Helvetica, sans-serif; font-size: 15px;">Trait: Word Choice</strong><br />Developing Descriptive Vocabulary to 'Show' What You Know, Word choice defined, Timeline/checklist for Word Choice, Teaching Word Choice, Books for Teaching Word Choice, Six point writing guide, Practice papers for Word Choice, Focused lessons for Word Choice, Informational writing guide</li>
<li style="margin-left: 15px; margin-top: 0.5em;"><strong style="font-family: Arial, Helvetica, sans-serif; font-size: 15px;">Trait: Sentence Fluency</strong><br />Developing Rhythm, Sentence Fluency defined, Teaching strategies, Teaching Sentence Fluency, Books for Teaching Sentence Fluency, Practice papers for Sentence Fluency, Focused lessons for Sentence Fluency</li>
<li style="margin-left: 15px; margin-top: 0.5em;"><strong style="font-family: Arial, Helvetica, sans-serif; font-size: 15px;">Trait: Conventions</strong><br />Conventions - Editing, Not Correcting / Assessments & Grading, Conventions defined, Timeline/checklist for Conventions, Books for teaching Conventions, Teaching Conventions, Scoring for Conventions, Practice papers for Conventions, Focused lessons for Conventions, Six-trait rubric</li>
<li style="margin-left: 15px; margin-top: 0.5em;"><strong style="font-family: Arial, Helvetica, sans-serif; font-size: 15px;">Practical Applications of the 6-Traits in Writing Across the Curriculum</strong><br />Use of technology for collaborative writing and editing in the classroom, Writers workshops in the disciplines and across the curriculum, Writing and the discipline areas, Understanding the role of audience, Modes of writing and the content areas</li>
<li style="margin-left: 15px; margin-top: 0.5em;"><strong style="font-family: Arial, Helvetica, sans-serif; font-size: 15px;">The Assessment Roundtable </strong>Bringing It All Together<br />Assessing middle school, high school and community college writers, Communicating with students, Expanding the vision of 6-traits and the writing process in the classroom</li>
</ol>
<h2 style="color: #003366; font-family: "trebuchet ms", arial, sans-serif; font-size: 19px; margin-bottom: 15px; margin-top: 0px; padding-top: 0px;">
Participation and Collaboration</h2>
<div style="font-size: 16px;">
Participants will:</div>
<ul style="font-size: 16px;">
<li style="margin-left: 15px; margin-top: 0.5em;">Exchange posts with their colleagues and participate in discussions using a <strong style="font-family: Arial, Helvetica, sans-serif; font-size: 15px;">Discussion Forum</strong></li>
<li style="margin-left: 15px; margin-top: 0.5em;">Review and discuss online and text based reading materials</li>
<li style="margin-left: 15px; margin-top: 0.5em;">Use online examples to practice score each trait</li>
<li style="margin-left: 15px; margin-top: 0.5em;">Score demonstration papers using the rubric and discuss assessment rationale</li>
<li style="margin-left: 15px; margin-top: 0.5em;">Develop and score an original student sample for all traits.</li>
</ul>
<div style="font-size: 16px;">
You will be able to customize activities to your specific teaching responsibilities and needs.</div>
<div style="font-size: 16px;">
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<h2 style="color: #003366; font-family: "trebuchet ms", arial, sans-serif; font-size: 19px; margin-bottom: 15px; margin-top: 0px; padding-top: 0px;">
Accommodations</h2>
<div style="font-size: 16px;">
If you believe the course requirements create a conflict with your observance of religious holidays, please notify the instructor within the first two weeks of the semester so that appropriate alternative options can be arranged.</div>
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<h2 style="color: #003366; font-family: "trebuchet ms", arial, sans-serif; font-size: 19px; margin-bottom: 15px; margin-top: 0px; padding-top: 0px;">
Accessibility</h2>
<div style="font-size: 16px;">
UW-Stout strives for an inclusive learning environment. If you anticipate or experience any barriers related to the format or requirements of this course please contact the instructor to discuss ways to ensure full access. If you determine that additional disability-related accommodations are necessary please contact the Disability Services office for assistance 715-232-2995 or contact the staff via email at this website: <a href="http://www.uwstout.edu/services/disability/contact.cfm" style="color: #669999; font-family: 'Trebuchet MS', Arial, Helvetica, sans-serif; font-size: 15px; font-weight: bold;">http://www.uwstout.edu/services/disability/contact.cfm</a></div>
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<h2 style="color: #003366; font-family: "trebuchet ms", arial, sans-serif; font-size: 19px; margin-bottom: 15px; margin-top: 0px; padding-top: 0px;">
Library Services</h2>
<div style="font-size: 16px;">
To access UW - Stout's Library Services visit <a href="http://www.uwstout.edu/lib/" style="color: #669999; font-family: 'Trebuchet MS', Arial, Helvetica, sans-serif; font-size: 15px; font-weight: bold;">http://www.uwstout.edu/lib/</a>. In addition to traditional and online services, the library maintains many helpful videos on searching and use of the online research tools.</div>
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<tr><td colspan="3" style="font-size: 16px;">© Copyright 2017. All rights reserved.<br />
Credits: Logo design by Carlo Vergara<br />
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<img id="hzDownscaled" style="font-family: Georgia, 'Times New Roman', Times, serif; font-size: 16px; position: absolute; top: -10000px;" /><div class="blogger-post-footer">6-Traits Resources</div>wiredinstructorhttp://www.blogger.com/profile/07221464821539727027noreply@blogger.com0tag:blogger.com,1999:blog-3151189426584173085.post-64631430127990590302017-02-13T08:08:00.003-08:002017-02-13T08:27:46.123-08:006-Traits: Lectures with Audio<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjIamTVP_Ne9E1jwNh7TIS0kiXIAjkhr1ubOQeFKpYHzI714o8Hpq-1HCp0CYWOPlEHPdKUWVhGrWcM-MFlx4y6TWFuumZ3vhi6biMeoKU1xxOr78SgaWIKHZYRn4XJ7V1jfKxmL0ad2Mrj/s1600/good-writing780.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em; text-align: center;"><img border="0" height="152" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjIamTVP_Ne9E1jwNh7TIS0kiXIAjkhr1ubOQeFKpYHzI714o8Hpq-1HCp0CYWOPlEHPdKUWVhGrWcM-MFlx4y6TWFuumZ3vhi6biMeoKU1xxOr78SgaWIKHZYRn4XJ7V1jfKxmL0ad2Mrj/s640/good-writing780.jpg" width="640" /></a><br />
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<h2>
<b style="font-family: Arial, Helvetica, sans-serif;"><span style="font-size: small;"><a href="http://wiredinstructor.net/6traits-online/sounds_uw_player/lecture2a.html" target="_blank">Finding Their Voices</a></span></b></h2>
<h2>
<b style="font-family: Arial, Helvetica, sans-serif;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi19wNW5OOb83PbS0RbdezRZhI5j1T1CWRe7CsGGKS7NoTIHCMgGH_mlm5uFAUnr3ppfXFjC6ebvrItZXjrJ9KSxHpznIatm8WnnnLTv6StK7OJnmi6YL-jZj_j-G_8a30LuB8JcAA8_Md0/s1600/ideas-750.jpg" imageanchor="1" style="clear: left; font-family: "Times New Roman"; font-size: 23.4px; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="134" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi19wNW5OOb83PbS0RbdezRZhI5j1T1CWRe7CsGGKS7NoTIHCMgGH_mlm5uFAUnr3ppfXFjC6ebvrItZXjrJ9KSxHpznIatm8WnnnLTv6StK7OJnmi6YL-jZj_j-G_8a30LuB8JcAA8_Md0/s640/ideas-750.jpg" width="640" /></a></b></h2>
<h3>
<a href="http://wiredinstructor.net/6traits-online/sounds_uw_player/lecture3a.html" target="_blank">Ideas About Ideas</a></h3>
<div>
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<h3>
<span style="font-size: small;"><a href="http://wiredinstructor.net/6traits-online/sounds_uw_player/lecture4a.html" target="_blank">Getting Them Organized</a></span> </h3>
</div>
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<h3>
<span style="background-color: white; font-family: "arial" , "helvetica" , sans-serif; font-size: small;"><b><a href="http://wiredinstructor.net/6traits-online/sounds_uw_player/lecture5a.html" target="_blank">Show Me! Don't Tell Me!</a></b></span></h3>
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<h3>
<b style="background-color: white; font-family: Arial, Helvetica, sans-serif;"><span style="font-size: small;"><a href="http://wiredinstructor.net/6traits-online/sounds_uw_player/lecture6a.html" target="_blank">Reading Aloud and Peer Review</a></span></b></h3>
<h3>
<b style="background-color: white; font-family: Arial, Helvetica, sans-serif;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjQLSqfxSFfua9zvziOh9WJQcx9IdhoZXieRfYr6Dpppf3U3A824SqOH1zlCTz6s0n7BmFflfFkEujggFNAgWEhlZa_umlOeFah7UdR-vvu1pBjxOERNhtyb_1euzJ81xKjEcjaVV3LI1zB/s1600/conventions-750.jpg" imageanchor="1" style="clear: left; font-family: "Times New Roman"; font-size: 23.4px; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="132" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjQLSqfxSFfua9zvziOh9WJQcx9IdhoZXieRfYr6Dpppf3U3A824SqOH1zlCTz6s0n7BmFflfFkEujggFNAgWEhlZa_umlOeFah7UdR-vvu1pBjxOERNhtyb_1euzJ81xKjEcjaVV3LI1zB/s640/conventions-750.jpg" width="640" /></a></b></h3>
</div>
<div>
<h3>
<b style="background-color: white; font-family: Arial, Helvetica, sans-serif;"><a href="http://wiredinstructor.net/6traits-online/sounds_uw_player/lecture7a.html" target="_blank"><span style="font-size: small;">Editing Every Day</span></a> </b></h3>
</div>
<div class="blogger-post-footer">6-Traits Resources</div>wiredinstructorhttp://www.blogger.com/profile/07221464821539727027noreply@blogger.com0tag:blogger.com,1999:blog-3151189426584173085.post-81340655304390717382017-02-05T14:48:00.000-08:002017-02-05T14:49:24.992-08:006-Trait Practice Paper Archive - Open to Guests<h2>
Teaching and Assessing Writing: Be Our Guest! </h2>
<ul>
<li><a href="http://www.uwstout.edu/soe/profdev/traits.cfm">EDUC 653 Middle School Through Adult 6-Traits Writing Instruction </a></li>
<li><a href="http://www.uwstout.edu/soe/profdev/traits.cfm">EDUC 654 PK Through Elementary 6-Traits Writing Instruction</a></li>
</ul>
The site is open to all current and former students via password.
Visitor are welcome and can tour the site as our Guest.<br />
<br />
<iframe allowfullscreen="" class="youtube-player" frameborder="0" height="385" src="https://www.youtube.com/embed/L0Gv6Cdoq2A" title="YouTube video player" type="text/html" width="640"></iframe><div class="blogger-post-footer">6-Traits Resources</div>wiredinstructorhttp://www.blogger.com/profile/07221464821539727027noreply@blogger.com0tag:blogger.com,1999:blog-3151189426584173085.post-5250215243325760722016-12-05T17:09:00.001-08:002016-12-05T17:27:54.663-08:00Books and New Ideas For Motivating Reading - 100% Online <br />
<h3>
UW-Stout 100% Online Graduate Classes: Boost your Reading Program in 2017 - Register Now</h3>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://1.bp.blogspot.com/-45eKZJ0Rft0/WEYT_ODq2_I/AAAAAAAAMg4/bD9kqYElUWEwPtNMzZvBrb4neuZ4SMxhACLcB/s1600/16356126231.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://1.bp.blogspot.com/-45eKZJ0Rft0/WEYT_ODq2_I/AAAAAAAAMg4/bD9kqYElUWEwPtNMzZvBrb4neuZ4SMxhACLcB/s1600/16356126231.png" /></a></div>
<br />
<br />
<b>Dates: January 9 - March 17 2017</b><br />
<b><br /></b>
<a href="https://1.bp.blogspot.com/-87hg6dW-urc/UC1K22Tq8wI/AAAAAAAAHTc/sZPZS_cxHo0p6zk4QMgMDhPTyEmev_qTACPcB/s1600/smblustoutlogo.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="166" src="https://1.bp.blogspot.com/-87hg6dW-urc/UC1K22Tq8wI/AAAAAAAAHTc/sZPZS_cxHo0p6zk4QMgMDhPTyEmev_qTACPcB/s200/smblustoutlogo.jpg" width="200" /></a><br />
3 hours graduate credit
may be applied to professional development or as an elective in the
Master of Science in Education degree program. <br />
<br />
Do you want to update the book lists for your classroom or library?<br />
<br />
Join one of these classes in January and share ideas for integrating books into every corner of your curriculum, develop activities to motivate reading and inspire learning and curiosity. <br />
<br />
The online course provides time for participants to read the books on your "I want to read list" and focuses on current books that have been published during the past five years. <br />
<br />
<a href="http://www.uwstout.edu/soe/profdev/childrenslit.cfm" target="_blank">RDGED 703 Children's Literature in the Reading Program (grades K-5)</a><br />
Online Course 3 semester hours graduate credit<br />
Instructor: <a class="CP___PAGEID_47872" href="http://www.uwstout.edu/faculty/mcelmeels/index.cfm">Sharron McElmeel</a> <br />
<b>Spring</b>: RDGED 703 930 January 9 - March 17, 2017<br />
<br />
<a href="http://www.uwstout.edu/soe/profdev/yalit.cfm" target="_blank">RDGED 704 Young Adult (YA) Literature in the Reading Program (grades 6-12)</a><br />
Online Course 3 semester hours graduate credit<br />
Instructor: <a class="CP___PAGEID_28483" href="http://www.uwstout.edu/soe/profdev/faculty.cfm">Sharron McElmeel</a> <br />
<b>Spring</b>: RDGED 704 930 January 9 - March 17, 2017<br />
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</div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://4.bp.blogspot.com/-Dq6lA6d9-IA/VHPuntPQv_I/AAAAAAAALHc/-CVgaC0X-BoAA5RKCKDUWvr0lPCU5rBKACPcB/s1600/usdlaLarge.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://4.bp.blogspot.com/-Dq6lA6d9-IA/VHPuntPQv_I/AAAAAAAALHc/-CVgaC0X-BoAA5RKCKDUWvr0lPCU5rBKACPcB/s1600/usdlaLarge.jpg" /></a></div>
<br />
<br />
<ul>
<li>No travel to campus required.</li>
<li>Participate from your home or work computer during hours that are
flexible and convenient for your work and family schedule and
responsibilities.</li>
<li>The class is highly interactive with a significant discussion component. </li>
<li>All discussion postings, projects, and assignments will be submitted via the course discussion board and Dropbox. </li>
<li>Activities are conducted according to a schedule with specific due dates each week; there are no required "live" chat sessions.</li>
<li>This is not a self-paced course.</li>
</ul>
<br />
<br />
<h3>
Sign Up Soon!</h3>
<br /><div class="blogger-post-footer">6-Traits Resources</div>wiredinstructorhttp://www.blogger.com/profile/07221464821539727027noreply@blogger.com0tag:blogger.com,1999:blog-3151189426584173085.post-10213646655348317762016-08-29T14:01:00.000-07:002016-08-29T14:01:04.350-07:00Join the Writing Lesson of the Month Network<h3>
Here's the latest news from Corbett (and Dena) Harrison. If you have not yet joined the <a href="http://writinglesson.ning.com/?xg_source=msg_mes_network" target="_blank">Writing Lesson of the Month Network</a>, Do so! Invaluable, classroom tested mentor text inspired lessons are just a few clicks away. ~ Dennis </h3>
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<span style="text-decoration: underline;"><b>SEPTEMBER'S WRITING LESSON:</b></span> <b> </b>I had a lot of interest in the lesson of the month when I summarized it last month, so I worked hard to post it a few days early this month. As school picture day looms or is still fresh in their memories, you might want to capitalize on making a great story using this month's <b><a href="http://corbettharrison.com/free_lessons/Bedhead.htm" target="_blank">The Worst Picture Day Ever</a></b> lesson and writing challenge! </div>
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<span style="text-decoration: underline;"><b>Other goings-on at the website to take note of this September:</b></span></div>
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<li>For the past two years we've celebrated September as "Writer's Notebook Month" here at Always Write. We are doing it again this year; after all, this is the time of year you want to teach your students to LOVE their notebooks and to look forward to visiting them daily during Sacred Writing Time. If you successfully do this, we invite you to enter our <b><a href="http://corbettharrison.com/free_lessons/Four-Metaphor-Poems.htm#contest" target="_blank">Writer's Notebook Metaphor Contest</a></b>--now in its third year! Four student-made metaphors will be chosen as "victorious," and they will be used to inspire a new poem about writer's notebook that I will write and post. Look at the past two years' examples using the link! We'd love to have original metaphors from really young writers as well as the older ones this year. Those metaphors will happen if you're rolling out your writer's notebook routine well! </li>
<li><b><a href="https://www.teacherspayteachers.com/Product/10-Writers-Notebook-Bingo-Cards-2180157" target="_blank">September's Writer's Notebook Bingo Card</a></b> has one of our favorite "center-square" lessons for helping students learn to create interesting pages for their writer's notebooks. You can preview/use the September Bingo Card (and its center-square lesson) <b><a href="https://www.teacherspayteachers.com/Product/10-Writers-Notebook-Bingo-Cards-2180157" target="_blank">here</a></b>. Click on the link in the center of the September card to access the lesson called "Alpha-Genres." </li>
<li><b><a href="https://www.teacherspayteachers.com/Product/For-Writers-Notebooks-Sacred-Writing-Time-Slide-Sampler-August-15-Sept-15-2179007" target="_blank">September 1-15's Sacred Writing Time Slides</a></b> are available for preview as well. The preview slides actually started back on August 15, but I know some of your school years have just started. Try out our <b><a href="https://www.teacherspayteachers.com/Product/For-Writers-Notebooks-Sacred-Writing-Time-Slide-Sampler-August-15-Sept-15-2179007" target="_blank">Sacred Writing Time Slides</a> </b>with your student writers; there is a reason why the resource is our #1 best-seller! </li>
<li>Remember, all past Lessons of the Month are archived at the Always Write website. Click <b><a href="http://corbettharrison.com/LotM.htm#archive" target="_blank">here</a> </b>to see this month's as well as the past forty-eight months' worth. You can also preview the mentor texts that will be used to inspire the rest of the lessons for 2016 that are coming! </li>
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I hope you're all having a great start to the year. It's so important during the first month or two of instruction to build a positive atmosphere for writers of all ability levels. All of our lessons at Always Write are designed to help you do that. </div>
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--Corbett (and Dena) Harrison -- <b><a href="http://corbettharrison.com/" target="_blank">Always Write</a></b> and <b><a href="http://writingfix.com/" target="_blank">WritingFix</a> </b></div>
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Visit Writing Lesson of the Month Network at: <a href="http://writinglesson.ning.com/?xg_source=msg_mes_network" target="_blank">http://writinglesson.ning.com/?xg_source=msg_mes_network</a><br />
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</small><div class="blogger-post-footer">6-Traits Resources</div>wiredinstructorhttp://www.blogger.com/profile/07221464821539727027noreply@blogger.com0tag:blogger.com,1999:blog-3151189426584173085.post-37136841102737148352016-08-21T19:54:00.002-07:002016-08-21T19:54:51.723-07:00Back to School with Great Materials from Corbett Harrison<!--[if gte mso 9]><xml>
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<td style="padding: .75pt .75pt .75pt .75pt;">
<h2 style="margin-bottom: 6.0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">
Help Support WritingFix and Always Write. </h2>
<h3 style="margin-bottom: 6.0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">
Corbett Harrison: </h3>
<div style="margin-bottom: 6.0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">
Dear teachers, writers, and friends,</div>
<div style="margin-bottom: 6.0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">
I've been scrambling to get our two new products from this summer posted
at Teachers Pay Teachers in time for their big sale on Monday. As with
all our new products each summer, we like to offer them at a bargain price
before they go full price. Here's an update on new products that will
be 10% off on Monday at our <strong><a href="https://www.teacherspayteachers.com/Store/Always-Write" target="_blank">Teachers
Pay Teachers Store</a></strong>!</div>
<ul type="disc">
<li class="MsoNormal" style="mso-list: l1 level1 lfo1; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in;"><span style="mso-fareast-font-family: "Times New Roman";">Our <strong><a href="https://www.teacherspayteachers.com/Product/Monday-Pun-Day-Slides-The-Full-Set-2741924" target="_blank">Monday Pun-Day materials</a></strong> are
completely ready to go, including access to <strong><a href="http://corbettharrison.com/MondayPunday.htm" target="_blank">this
accompanying resource page</a></strong> we've posted at Always
Write; the website contains links to some of our most enjoyable (and
completely complimentary!) "word play" assignments. On
Monday, they'll be available for 10% off.</span></li>
<li class="MsoNormal" style="mso-list: l1 level1 lfo1; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in;"><span style="mso-fareast-font-family: "Times New Roman";">Our new <strong>Sophisticated
Sentence</strong> materials are--sadly--not quite there yet, but they
will be ready before August is over. If you want a sneak peak of
this product, you can still access these two sets of materials from <strong>Always
Write</strong> that we shared in Texas in July: <strong><a href="http://corbettharrison.com/documents/witchita3.pdf" target="_blank">Session
1</a></strong> & <strong><a href="http://corbettharrison.com/documents/witchita4.pdf" target="_blank">Session
2</a></strong>. If you were planning to purchase this new
resource, email me (<a href="mailto:corbett@corbettharrison.com" target="_blank">corbett@corbettharrison.com</a>), and I will send you
the first three lessons early on this week so you can get started, and
I'll make sure you get emailed when the full product is first posted
with its preliminary discount price at TPT. I apologize for the
delay, but my University asked me to teach a new online course this
September, and it has bogged me down a bit! Thanks for understanding.</span></li>
</ul>
<div style="margin-bottom: 6.0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">
<strong>Also on sale this Monday at TPT for 10% off:</strong></div>
<ul type="disc">
<li class="MsoNormal" style="mso-list: l2 level1 lfo2; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in;"><span style="mso-fareast-font-family: "Times New Roman";">Our <strong><a href="https://www.teacherspayteachers.com/Product/8-Restaurant-Themed-Writing-Choice-Menus-For-Writers-Notebooks-Journals-2243039" target="_blank">8 Restaurant-themed writer's workshop menus</a></strong>,
our <strong><a href="https://www.teacherspayteachers.com/Product/573-Writing-Prompts-with-Question-Leads-2257288" target="_blank">collection of 573 writing prompts</a></strong>, our <strong><a href="https://www.teacherspayteachers.com/Product/18-Tier-2-Vocab-Quick-Poems-great-words-for-Socratic-Seminar-lit-discussions-2180288" target="_blank">18 Tier-2 Vocabulary Quick Poems to improve
students' vocab during literature discussions and Socratic seminars</a></strong>,
and our <strong><a href="https://www.teacherspayteachers.com/Product/Student-Grouping-Cards-with-Grammar-Vocab-Transitional-Activities-Full-Set-2742185" target="_blank">set of Grouping Cards with vocabulary and
grammar-inspired transitional activities</a></strong>. </span></li>
</ul>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://2.bp.blogspot.com/-Q-l87Q4o8NE/V7plSTcFQiI/AAAAAAAAMXE/S4MeG8MwjOMvI1Q_bx3uN0h0-JxO9Q6GwCLcB/s1600/6853900091.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="521" src="https://2.bp.blogspot.com/-Q-l87Q4o8NE/V7plSTcFQiI/AAAAAAAAMXE/S4MeG8MwjOMvI1Q_bx3uN0h0-JxO9Q6GwCLcB/s640/6853900091.png" width="640" /></a></div>
<div style="margin-bottom: 6.0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">
We sell products like the ones above to pay the fees it takes to keep
Always Write and WritingFix online and clear of advertisements. I'd like to
point out that we also feature some pretty great complimentary resources at
Teachers Pay Teachers too. Here are four of my personal favorites:</div>
<ul type="disc">
<li class="MsoNormal" style="mso-list: l0 level1 lfo3; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in;"><strong><span style="mso-fareast-font-family: "Times New Roman";"><a href="https://www.teacherspayteachers.com/Product/Classifying-Mentor-Texts-for-Writing-Lessons-that-Differentiate-Instruction-2156907" target="_blank">Mentor Text Classification Materials!</a> </span></strong><span style="mso-fareast-font-family: "Times New Roman";"> Price = $0.00</span></li>
<li class="MsoNormal" style="mso-list: l0 level1 lfo3; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in;"><strong><span style="mso-fareast-font-family: "Times New Roman";"><a href="https://www.teacherspayteachers.com/Product/Classifying-Metaphors-for-Reading-Writing-2221226" target="_blank">Metaphor Classification Materials!</a></span></strong><span style="mso-fareast-font-family: "Times New Roman";"> Price = $0.00</span></li>
<li class="MsoNormal" style="mso-list: l0 level1 lfo3; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in;"><strong><span style="mso-fareast-font-family: "Times New Roman";"><a href="https://www.teacherspayteachers.com/Product/For-Writers-Notebooks-Sacred-Writing-Time-Slide-Sampler-August-15-Sept-15-2179007" target="_blank">A month's worth of our world famous Sacred Writing Time
slides!</a></span></strong><span style="mso-fareast-font-family: "Times New Roman";">
Price = $0.00</span></li>
<li class="MsoNormal" style="mso-list: l0 level1 lfo3; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in;"><strong><span style="mso-fareast-font-family: "Times New Roman";"><a href="https://www.teacherspayteachers.com/Product/6-Trait-PosterChart-Sets-2193678" target="_blank">A set of six-trait bulletin board posters!</a></span></strong><span style="mso-fareast-font-family: "Times New Roman";"> Price = $0.00</span></li>
</ul>
<div style="margin-bottom: 6.0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">
Enjoy your weekend! If you're a bargain hunter, don't miss out on
Monday's sale at TPT!</div>
<div style="margin-bottom: 6.0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">
--Corbett (& Dena) Harrison -- <strong><a href="http://corbettharrison.com/" target="_blank">Always Write</a></strong></div>
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<br />
Visit Writing Lesson of the Month Network at: <a href="http://writinglesson.ning.com/?xg_source=msg_mes_network">http://writinglesson.ning.com/?xg_source=msg_mes_network</a><br />
<div class="blogger-post-footer">6-Traits Resources</div>wiredinstructorhttp://www.blogger.com/profile/07221464821539727027noreply@blogger.com0tag:blogger.com,1999:blog-3151189426584173085.post-67519697498049328002016-06-09T08:56:00.001-07:002016-06-09T08:56:23.452-07:00Corbett Harrison: UW-Stout Online Class: Teaching and Assessing Writing with the 6-Traits<div class="xg_headline xg_headline-img xg_headline-2l" style="background-color: #f6ed91; clear: left; font-family: "Comic Sans MS", sans-serif; font-size: 13.6364px; line-height: 17.7273px; margin: 0px 0px 1em 5px; padding: 0px; word-wrap: break-word;">
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An Online Writing Traits Class We Recommend!</h1>
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<li style="color: #2f2e1d; display: block; float: none; font-size: 1em; line-height: 1.43em; list-style: none; margin: 0px; padding: 0px;"><a class="nolink" href="https://www.blogger.com/null" style="color: #cc0000; font-size: 1em; text-decoration: underline;">Posted by </a><a href="http://writinglesson.ning.com/profile/CorbettHarrison" style="color: #cc0000; font-size: 1em;">Corbett Harrison</a><a class="nolink" href="http://writinglesson.ning.com/profiles/blogs/an-online-writing-traits-class-we-recommend?xg_source=msg_mes_network" style="color: #cc0000; font-size: 1em; text-decoration: underline;"> on June 7, 2016 at 7:19am</a></li>
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Looking for a summer learning experience that improves your skills as a writing teacher? I recommend the following online course, which friend of WritingFix and Always Write--<a href="http://www.scoop.it/t/6-traits-resources" style="color: #cc0000;" target="_blank">Dennis O'Connor-</a>-has helped coordinate this class for many years. You simply can't maintain a functioning workshop environment for writing if students don't own the vocabulary of writing instruction, and the 6 Traits have been the academic language of choice we've used in my classroom for years!<br /></div>
<div style="font-size: 1em; line-height: inherit; margin-bottom: 0.4em; min-height: 1em; padding: 0px;">
<strong>University of Wisconsin-Stout</strong><br />Enroll Today! <a href="http://www.uwstout.edu/soe/profdev/traits.cfm" style="color: #cc0000;" target="_blank">http://www.uwstout.edu/soe/profdev/traits.cfm</a><br /><strong>Teaching and Assessing Writing with the 6-Traits</strong><br />Online Course 3 semester hours graduate credit<br />Instructor: Renee Williams<br />June 27 - August 19, 2016 (100% Online)<br />EDUC 653 Middle School Through Adult 6-Traits Writing Instruction<br />EDUC 654 PK Through Elementary 6-Traits Writing Instruction<br />Learn more: <a href="http://www.uwstout.edu/soe/profdev/traits.cfm" style="color: #cc0000;" target="_blank">http://www.uwstout.edu/soe/profdev/traits.cfm</a><br /><br />8 weeks of professional development that will transform your teaching. In depth discussion of 6-traits, writers workshop, and the practical application ideas you can put to work immediately.<br /><br />Our Students Say...<br /></div>
<ul style="font-size: 1em; line-height: inherit; margin: 0px 0px 0.4em; padding: 0px;">
<li style="font-size: 1em; line-height: inherit; list-style: square; margin: 0px 0px 0.4em 1.5em; padding: 0px;">"This course has reignited the fire for teaching that I once had. "</li>
<li style="font-size: 1em; line-height: inherit; list-style: square; margin: 0px 0px 0.4em 1.5em; padding: 0px;">"Renee is so positive; she opens eyes to different schools of thought and doesn't just give you answers but encourages you to discover the answers on your own. Additionally, she provides an abundance of information that helps build you up as a teacher when it pertains to any question or topic posed, again intriguing us to continue our growth. "</li>
<li style="font-size: 1em; line-height: inherit; list-style: square; margin: 0px 0px 0.4em 1.5em; padding: 0px;">"This course, while helping me improve my writing instruction, also will help me improve my instruction overall. Moreover, it helped me process issues outside of school and critically solve those."</li>
<li style="font-size: 1em; line-height: inherit; list-style: square; margin: 0px 0px 0.4em 1.5em; padding: 0px;">"I have two bachelor degrees under my belt and countless grad classes. This class was the best, most engaging, most educational, most useful, best feedback....just wonderful. The instructor gave feedback that I will take and keep with me for years to come. You simply couldn't have found a better teacher. I feel honored to have taken this class. It was truly amazing."</li>
<li style="font-size: 1em; line-height: inherit; list-style: square; margin: 0px 0px 0.4em 1.5em; padding: 0px;">"I think the best thing I could have done for future students was to take this class. Writing traits has helped me refresh my teaching skills."</li>
<li style="font-size: 1em; line-height: inherit; list-style: square; margin: 0px 0px 0.4em 1.5em; padding: 0px;">"We had a truly international classroom. Only about half us were teaching in the states. Several were teaching in Department of Defense Schools overseas. We were a good mix of novice and veteran teachers."</li>
</ul>
<div style="font-size: 1em; line-height: inherit; min-height: 1em; padding: 0px;">
<br />Register Now <a href="http://www.uwstout.edu/soe/profdev/traits.cfm" style="color: #cc0000;" target="_blank">http://www.uwstout.edu/soe/profdev/traits.cfm</a></div>
</div>
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<div class="blogger-post-footer">6-Traits Resources</div>wiredinstructorhttp://www.blogger.com/profile/07221464821539727027noreply@blogger.com0tag:blogger.com,1999:blog-3151189426584173085.post-57188915101387795162016-06-02T08:03:00.001-07:002016-06-02T08:03:55.867-07:00Online Class: Teaching and Assessing Writing with the 6-Traits<center style="font-family: Georgia, 'Times New Roman', Times, serif; font-size: 16px;">
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<span style="font-size: 16px;"><a href="http://www.uwstout.edu/soe/profdev/traits.cfm" target="_blank">Register Now: Online Courses Start</a>: <span style="font-family: "arial" , "helvetica" , "dejavu sans" , "liberation sans" , "bitstream vera sans" , sans-serif;"> </span></span></h2>
<h2>
Summer: June 27 - August 19, 2016<br />Fall: September 26 - November 28, 2016<span style="background-color: transparent; font-family: "arial" , "helvetica" , "dejavu sans" , "liberation sans" , "bitstream vera sans" , sans-serif; font-size: 16.2px; line-height: 21.06px;"></span></h2>
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<span style="background-color: transparent; line-height: 21.06px;"><span style="font-family: "arial" , "helvetica" , "dejavu sans" , "liberation sans" , "bitstream vera sans" , sans-serif;"><b>EDUC 653 Middle School through Adult 6-Traits Writing Instruction</b></span></span></div>
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</b></span></span>
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<span style="background-color: transparent; line-height: 21.06px;"><span style="font-family: "arial" , "helvetica" , "dejavu sans" , "liberation sans" , "bitstream vera sans" , sans-serif;"><b>EDUC 654 PK Through Elementary 6-Traits Writing Instruction</b></span></span></div>
<span style="background-color: transparent; line-height: 21.06px;"><span style="font-family: "arial" , "helvetica" , "dejavu sans" , "liberation sans" , "bitstream vera sans" , sans-serif;"><b>
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<span style="background-color: transparent; line-height: 21.06px;"><span style="font-family: "arial" , "helvetica" , "dejavu sans" , "liberation sans" , "bitstream vera sans" , sans-serif;"><b><br /></b></span></span></div>
<span style="background-color: transparent; line-height: 21.06px;"><span style="font-family: "arial" , "helvetica" , "dejavu sans" , "liberation sans" , "bitstream vera sans" , sans-serif;"><b>
<div style="font-size: 16.2px;">
Do
you want to engage your students and build a great writing program
before the end of the school year? This class provides a plethora of
practical methods and inspirational ideas. </div>
<div style="font-size: 16.2px;">
<br /></div>
<div>
<a href="http://www.uwstout.edu/soe/profdev/traits.cfm" target="_blank"><span style="font-size: large;">Enroll <span style="font-family: "arial" , "helvetica" , "dejavu sans" , "liberation sans" , "bitstream vera sans" , sans-serif;">T</span>oday!</span></a></div>
</b></span></span></div>
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<br />
<img align="right" alt="Renee Williams" height="113" src="https://www2.uwstout.edu/content/profdev/traits/images/Renee_Williams.jpg" width="100" /><br />
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<tr><td class="emphasis" style="font-family: Arial, Helvetica, sans-serif; font-size: 15px; font-weight: bold;" width="93"><b style="font-size: 15px;">Instructor:</b></td><td style="font-size: 16px;" width="184">Renee Williams</td></tr>
<tr><td class="emphasis" style="font-family: Arial, Helvetica, sans-serif; font-size: 15px; font-weight: bold;"><b style="font-size: 15px;">Telephone: </b></td><td style="font-size: 16px;">971-4504572474</td></tr>
<tr><td class="emphasis" style="font-family: Arial, Helvetica, sans-serif; font-size: 15px; font-weight: bold;"><b style="font-size: 15px;">E-mail:</b></td><td style="font-size: 16px;"><a href="mailto:williamsr@uwstout.edu" style="color: #669999; font-family: 'Trebuchet MS', Arial, Helvetica, sans-serif; font-size: 15px; font-weight: bold;">williamsr@uwstout.edu</a></td></tr>
<tr><td colspan="2" style="font-size: 16px;">Office appointment calls available via Skype: renwill11 in Dubai, U.A.E.</td></tr>
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<h2 style="color: #003366; font-family: 'Trebuchet MS', Arial, sans-serif; font-size: 19px; margin-bottom: 15px; margin-top: 0px; padding-top: 0px;">
<br />Course Description</h2>
Concepts, instructional methods and
assessment strategies for improving writing instruction, middle school
through post-secondary. Self-assessment strategies, application of
6-traits, technology and software applications, and writing across the
curriculum.<br />
<br />
This class will focus on how to apply the
Northwest Regional Educational Laboratory's 6+1 Traits™ model to the
process of teaching and evaluating writing.<br />
<br />
The course
activities will investigate the vocabulary, concepts, and application of
writing traits to classroom instruction and student assessment. Take a
few moments to review the class objectives.<br />
Each module is structured around an Introduction, Readings, Lecture, Activities, an Activity Checklist, and Discussion Forum.<br />
<br />
You
will work individually and as part of a community to practice and
refine your assessment skills. You will score a variety of demonstration
papers, discuss your rationale with online colleagues, discover a
variety of classroom strategies for teaching the traits, and share your
own teaching methods.<br />
<br />
While online education is highly
flexible and designed to meet your schedule, you will need to set and
meet deadlines as part of your weekly assignments and collaborative
work. Additionally, your colleagues will depend on you for timely
feedback as you work together to deepen and clarify essential concepts.<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="http://1.bp.blogspot.com/-Lez4rtsAA1g/Vpp9vxoUmfI/AAAAAAAAMH8/p0lJSrdJW5c/s1600/kids-in-motion.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="640" src="https://1.bp.blogspot.com/-Lez4rtsAA1g/Vpp9vxoUmfI/AAAAAAAAMH8/p0lJSrdJW5c/s640/kids-in-motion.png" width="420" /></a></div>
<br />
<br />
<h2 style="color: #003366; font-family: 'Trebuchet MS', Arial, sans-serif; font-size: 19px; margin-bottom: 15px; margin-top: 0px; padding-top: 0px;">
E-Textbook Included</h2>
Spandel, Vicki. (2012). <a href="http://www.amazon.com/Creating-Writers-Workshop-Literature-Revisers/dp/0132944103/ref=tmm_pap_title_0?ie=UTF8&qid=1390248487&sr=1-1" style="color: #669999; font-family: 'Trebuchet MS', Arial, Helvetica, sans-serif; font-size: 15px; font-weight: bold;">Creating Writers: 6 Traits, Process, Workshop, and </a> <a href="http://www.amazon.com/Creating-Writers-Workshop-Literature-Revisers/dp/0132944103/ref=tmm_pap_title_0?ie=UTF8&qid=1390248487&sr=1-1" style="color: #669999; font-family: 'Trebuchet MS', Arial, Helvetica, sans-serif; font-size: 15px; font-weight: bold;">Literature </a>(6th Edition). Pearson. ISBN: 978-0132944106<br />
<br />
Additional reading materials will be included as e-mail mini lectures or references on the WWW.<br />
<br />
When
you log in to the course, you will access the e-textbook to read online
from your tablet, laptop or desktop. The e-textbook software is
compatible with an iPad, Kindle Fire or fully Internet-capable device.
It is not compatible with a Kindle Reader.<br />
<br />
You can
highlight info and organize info in the e-book (i.e. adding a note
stating something like "reference in my discussion posting") and print
only what you want for use as a study guide. You may share notes and
highlighting with peers in the class. Printing of the entire textbook is
allowed for your personal professional use.<br />
<br />
<br />
<h2 style="color: #003366; font-family: 'Trebuchet MS', Arial, sans-serif; font-size: 19px; margin-bottom: 15px; margin-top: 0px; padding-top: 0px;">
University Email</h2>
Checking your university email daily is recommended.<br />
<br />
<span class="step_header" style="color: #000066; font-family: "trebuchet ms" , "arial" , "helvetica" , sans-serif; font-weight: bold;">Mobile Phone Access to Your Email</span><br />
You may configure your mobile device to receive your university email automatically. Directions are provided at: <a href="http://helpdesk.uwstout.edu/kb/resolution.asp?q_id=262" style="color: #669999; font-family: 'Trebuchet MS', Arial, Helvetica, sans-serif; font-size: 15px; font-weight: bold;">http://helpdesk.uwstout.edu/kb/resolution.asp?q_id=262</a><br />
<br />
Click on the appropriate link for directions that match your device.<br />
If you need assistance, please call 715-232-5000.<br />
<br />
<h2 style="color: #003366; font-family: 'Trebuchet MS', Arial, sans-serif; font-size: 19px; margin-bottom: 15px; margin-top: 0px; padding-top: 0px;">
Objectives</h2>
<ol>
<li>Articulate the 6-Traits theory of writing and its
relevance with the components of writing workshop, writing process, and
authentic literature in the PK-4 classroom.</li>
<li>Analyze the relationship between reading and writing and how each can be enhanced using the 6 traits.</li>
<li>Apply a variety of prewriting, drafting, revising, and editing techniques used in the writing process.</li>
<li>Apply the 6-traits rubrics to analytically score writing
samples and describe reasoning behind scoring decisions based on the
point scale rubrics of the Northwest Regional Educational Laboratory
(NWREL) and the Oregon Public Education Network (O.P.E.N.).</li>
<li>Score online demonstration papers to practice analytical scoring for each of the 6 traits.</li>
<li>Differentiate 6-traits instruction based on a wide range of
academic diversity including English language learners and special needs
students.</li>
<li>Redesign current language arts lessons and integrate the 6-traits approach with developmentally appropriate learning activities.</li>
<li>Integrate use of technology, easy access to online research resources, and digital writing and editing tools.</li>
<li>Design an action plan to increase the frequency of
opportunities for students to write in response to math, science, and
social studies.</li>
<li>Write reflectively about the themes, topics, and issues involved in teaching with the 6 traits.</li>
</ol>
By the end of the course participants will be able to
efficiently assess student writing using the 6+1 Traits™ model.
Participants will have shared effective methods for teaching each trait.
Finally, participants will publish an original student sample, complete
with 6-traits scores and rationales.<br />
<br />
<h2 style="color: #003366; font-family: 'Trebuchet MS', Arial, sans-serif; font-size: 19px; margin-bottom: 15px; margin-top: 0px; padding-top: 0px;">
Instructor-Student Communication</h2>
The primary methods for communicating with students with be via...<br />
<ul>
<li style="margin-left: 15px; margin-top: 0.5em;"><span class="emphasis" style="font-family: "arial" , "helvetica" , sans-serif; font-size: 15px; font-weight: bold;">Course News</span> Updates,
instructions, advice and tips will be posted in the Course News.
Remember to check it each time you login to your course. Please log in
at least four times a week.</li>
<li style="margin-left: 15px; margin-top: 0.5em;"><b style="font-family: Arial, Helvetica, sans-serif; font-size: 15px;">Discussion</b> Check
the Discussion Board posts and responses regularly and remember that
your level of Discussion Board participation and your discussion summary
will be factored into your grade.</li>
<li style="margin-left: 15px; margin-top: 0.5em;"><b style="font-family: Arial, Helvetica, sans-serif; font-size: 15px;">Your UW-Stout Email Account</b><br />Check
the university email at least every other day. Daily is better. No
course communication will be sent to your home/work personal email
accounts.</li>
</ul>
As we complete each activity, you are encouraged to share your
discoveries and successes with other participants and collaborate during
team problem-solving. Participants may share drafts of
works-in-progress for peer feedback and discuss ideas and suggestions
before submitting the final project.<br />
<br />
Each participant
brings unique needs and resources to the group. Our sharing will provide
a broader base of experience as we discover the solutions to each others design needs and challenges.<br />
Since our diverse groups are
usually in many different time zones feel free to use the following aids
to determine what time it is in your classmates' countries and/or
cities. This will help when setting up real-time chats with your
learning partner during collaborative projects.<br />
<a href="http://www.timeanddate.com/worldclock/" style="color: #669999; font-family: 'Trebuchet MS', Arial, Helvetica, sans-serif; font-size: 15px; font-weight: bold;">The World Clock - Time Zones</a><br />
<br />
<h2 style="color: #003366; font-family: 'Trebuchet MS', Arial, sans-serif; font-size: 19px; margin-bottom: 15px; margin-top: 0px; padding-top: 0px;">
Evaluation</h2>
Your final grade will be based on:<br />
<blockquote>
40% - Satisfactory completion of module activities </blockquote>
<blockquote>
20% - Final Project</blockquote>
<blockquote>
20% - Online Discussion (postings to <b style="font-family: Arial, Helvetica, sans-serif; font-size: 15px;">Discussion Forum</b>) </blockquote>
<blockquote>
20% - Self-reflection</blockquote>
<span style="font-family: "times new roman"; font-size: small;">Your projects will be evaluated using standards listed on the module rubrics or checklists.</span><br />
<blockquote>
A -- Exceeds the standard </blockquote>
<blockquote>
B -- Proficient demonstration of the standard </blockquote>
<blockquote>
I -- Incomplete demonstration of the standard (Work must be resubmitted.)</blockquote>
<a href="http://www2.uwstout.edu/content/profdev/rubrics/discuss_etiquette.html" style="color: #669999; font-family: 'Trebuchet MS', Arial, Helvetica, sans-serif; font-size: 15px; font-weight: bold;" target="_blank">Discussion Board Etiquette</a> (Please Read!)<br />
Evaluation of your <b style="font-family: Arial, Helvetica, sans-serif; font-size: 15px;">Discussion Forum</b> participation
is cumulative and subjective based on notes that the facilitator
records each week. Always feel free to e-mail your facilitator for help
in upgrading your participation in the <b style="font-family: Arial, Helvetica, sans-serif; font-size: 15px;">Discussion Forum</b>.<br />
<blockquote>
<b style="font-family: Arial, Helvetica, sans-serif; font-size: 15px;">Exemplary</b> indicates you participated above the minimum level in both quantity and clarity of communication in your <b style="font-family: Arial, Helvetica, sans-serif; font-size: 15px;">Discussion Forum</b> postings.<br />
<b style="font-family: Arial, Helvetica, sans-serif; font-size: 15px;"></b> </blockquote>
<blockquote>
<b style="font-family: Arial, Helvetica, sans-serif; font-size: 15px;">Proficient</b> indicates
you met the minimum requirement. Discussion postings are timely,
relevant and include some feedback about the readings and responds to
others' comments in the discussions<br />
<b style="font-family: Arial, Helvetica, sans-serif; font-size: 15px;"></b> </blockquote>
<blockquote>
<b style="font-family: Arial, Helvetica, sans-serif; font-size: 15px;">Partially Proficient </b>Discussion
postings are too few in number, or too trivial to fully meet the
requirement. For example, most of the postings are "I think so too" or
"I disagree", but lack any argument that adds to the discussion or
includes excessive quoting from the material without any real supporting
evidence of how the topic might integrate with their classroom
teaching.<br />
<b style="font-family: Arial, Helvetica, sans-serif; font-size: 15px;"></b> </blockquote>
<blockquote>
<b style="font-family: Arial, Helvetica, sans-serif; font-size: 15px;">Incomplete</b> indicates
you consistently contributed below the minimum two messages per week or
contributions were merely perfunctory ("I agree with so and so.") or
unclear.</blockquote>
<a href="https://www2.uwstout.edu/content/profdev/traits/discussion_criteria.html" style="color: #669999; font-family: 'Trebuchet MS', Arial, Helvetica, sans-serif; font-size: 15px; font-weight: bold;" target="_blank">Discussion Rubric</a><br />
<br />
Reflections will be evaluated for clarity and your understanding of the readings and activities.<br />
Any time that you want to ask about your progress, send an email directly to your facilitator.<br />
<h3 style="color: #330066; font-family: 'Trebuchet MS', Arial, sans-serif; font-size: 17px; margin-bottom: 15px; margin-top: 0px; padding-top: 0px;">
</h3>
<h3 style="color: #330066; font-family: 'Trebuchet MS', Arial, sans-serif; font-size: 17px; margin-bottom: 15px; margin-top: 0px; padding-top: 0px;">
Grading Scale</h3>
<table border="0" cellpadding="6" cellspacing="0" style="width: 210px;"><tbody>
<tr><td style="font-size: 16px;" width="73"><br /></td><td style="font-size: 16px;" width="25">A</td><td align="right" style="font-size: 16px;" width="76">100-94</td></tr>
<tr><td style="font-size: 16px;"><br /></td><td style="font-size: 16px;">A-</td><td align="right" style="font-size: 16px;">93-91</td></tr>
<tr><td style="font-size: 16px;"><br /></td><td style="font-size: 16px;">B+</td><td align="right" style="font-size: 16px;">90-88</td></tr>
<tr><td style="font-size: 16px;"><br /></td><td style="font-size: 16px;">B</td><td align="right" style="font-size: 16px;">87-84</td></tr>
<tr><td style="font-size: 16px;"><br /></td><td style="font-size: 16px;">B-</td><td align="right" style="font-size: 16px;">83-81</td></tr>
<tr><td style="font-size: 16px;"><br /></td><td style="font-size: 16px;">C+</td><td align="right" style="font-size: 16px;">80-78</td></tr>
<tr><td style="font-size: 16px;"><br /></td><td style="font-size: 16px;">C</td><td align="right" style="font-size: 16px;">77-74</td></tr>
<tr><td style="font-size: 16px;"><br /></td><td style="font-size: 16px;">F</td><td align="right" style="font-size: 16px;">73 or below</td></tr>
</tbody></table>
<div style="font-family: 'Times New Roman', Times, serif; font-size: medium;">
To maintain Full Academic Standing, a cumulative GPA of 3.0 is required for graduate students.</div>
<div style="font-family: 'Times New Roman', Times, serif; font-size: medium;">
<a href="http://www.uwstout.edu/grad/upload/Graduate-School-Policies.pdf" style="color: #660066; font-family: 'Trebuchet MS', Arial, Helvetica, sans-serif; font-size: 15px; font-weight: bold;">http://www.uwstout.edu/grad/upload/Graduate-School-Policies.pdf</a><br />
<br /></div>
<h2 style="color: #003366; font-family: 'Trebuchet MS', Arial, sans-serif; font-size: 19px; margin-bottom: 15px; margin-top: 0px; padding-top: 0px;">
Course Outline</h2>
<ol>
<li style="margin-left: 15px; margin-top: 0.5em;"><b style="font-family: Arial, Helvetica, sans-serif; font-size: 15px;">Getting Started With Traits</b> Introductions, Community, The 6-Traits Theory, Historical Foundations, The Writing Process, Coaching Students Trait by Trait</li>
<li style="margin-left: 15px; margin-top: 0.5em;"><b style="font-family: Arial, Helvetica, sans-serif; font-size: 15px;">Trait: Voice</b><br />Finding
the Courage to Speak from the Heart, Teaching students to be assessors,
Composing and revision in the writing process, Teaching strategies,
Voice and informational writing, Books for teaching Voice, Six point
writing guide</li>
<li style="margin-left: 15px; margin-top: 0.5em;"><b style="font-family: Arial, Helvetica, sans-serif; font-size: 15px;">Trait: Ideas and Content</b><br />Generating
Great Ideas, Ideas defined, Lessons and strategies for Ideas, Practice
papers for Ideas, Ideas sample rubrics, Three level writing guide,
Timeline/revision checklist for Ideas, Ideas and informational writing,
Prewriting activities, Ideas as a foundation for meaning, Books for
teaching Ideas</li>
<li style="margin-left: 15px; margin-top: 0.5em;"><b style="font-family: Arial, Helvetica, sans-serif; font-size: 15px;">Trait: Organization</b><br />Techniques
and Tips for Structuring Student Writing, Organization defined,
Timeline/checklist for Organization, Teaching of Organization, Books for
teaching Organization, Practice papers for Organization, Focused
lessons for Organization, Three level writing guide, Six point writing
guide</li>
<li style="margin-left: 15px; margin-top: 0.5em;"><b style="font-family: Arial, Helvetica, sans-serif; font-size: 15px;">Trait: Word Choice</b><br />Developing
Descriptive Vocabulary to 'Show' What You Know, Word choice defined,
Timeline/checklist for Word Choice, Teaching Word Choice, Books for
Teaching Word Choice, Six point writing guide, Practice papers for Word
Choice, Focused lessons for Word Choice, Informational writing guide</li>
<li style="margin-left: 15px; margin-top: 0.5em;"><b style="font-family: Arial, Helvetica, sans-serif; font-size: 15px;">Trait: Sentence Fluency</b><br />Developing
Rhythm, Sentence Fluency defined, Teaching strategies, Teaching
Sentence Fluency, Books for Teaching Sentence Fluency, Practice papers
for Sentence Fluency, Focused lessons for Sentence Fluency</li>
<li style="margin-left: 15px; margin-top: 0.5em;"><b style="font-family: Arial, Helvetica, sans-serif; font-size: 15px;">Trait: Conventions</b><br />Conventions
- Editing, Not Correcting / Assessments & Grading, Conventions
defined, Timeline/checklist for Conventions, Books for teaching
Conventions, Teaching Conventions, Scoring for Conventions, Practice
papers for Conventions, Focused lessons for Conventions, Six-trait
rubric</li>
<li style="margin-left: 15px; margin-top: 0.5em;"><b style="font-family: Arial, Helvetica, sans-serif; font-size: 15px;">Practical Applications of the 6-Traits in Writing Across the Curriculum</b><br />Use
of technology for collaborative writing and editing in the classroom,
Writers workshops in the disciplines and across the curriculum, Writing
and the discipline areas, Understanding the role of audience, Modes of
writing and the content areas</li>
<li style="margin-left: 15px; margin-top: 0.5em;"><b style="font-family: Arial, Helvetica, sans-serif; font-size: 15px;">The Assessment Roundtable </b> Bringing It All Together<br />Assessing
middle school, high school and community college writers, Communicating
with students, Expanding the vision of 6-traits and the writing process
in the classroom</li>
</ol>
<h2 style="color: #003366; font-family: 'Trebuchet MS', Arial, sans-serif; font-size: 19px; margin-bottom: 15px; margin-top: 0px; padding-top: 0px;">
Participation and Collaboration</h2>
Participants will:<br />
<ul>
<li style="margin-left: 15px; margin-top: 0.5em;">Exchange posts with their colleagues and participate in discussions using a <b style="font-family: Arial, Helvetica, sans-serif; font-size: 15px;">Discussion Forum</b></li>
<li style="margin-left: 15px; margin-top: 0.5em;">Review and discuss online and text based reading materials</li>
<li style="margin-left: 15px; margin-top: 0.5em;">Use online examples to practice score each trait</li>
<li style="margin-left: 15px; margin-top: 0.5em;">Score demonstration papers using the rubric and discuss assessment rationale</li>
<li style="margin-left: 15px; margin-top: 0.5em;">Develop and score an original student sample for all traits.</li>
</ul>
You will be able to customize activities to your specific teaching responsibilities and needs.<br />
<div class="topics" style="color: #003366; font-family: 'Trebuchet MS', Arial, Helvetica, sans-serif; font-size: 18px; font-weight: bold;">
<br />
Citations</div>
No more that 10% of a discussion posting or paper may be directly quoted.<br />
Tips for documenting direct quotes in a discussion posting or paper:<a href="http://www2.uwstout.edu/content/profdev/idtrends/redir.aspx?C=2d94fd57810f4c42be363a34ed520489&URL=http%3a%2f%2fowl.english.purdue.edu%2fowl%2fresource%2f560%2f02%2f" style="color: #669999; font-family: 'Trebuchet MS', Arial, Helvetica, sans-serif; font-size: 15px; font-weight: bold;" target="_blank"> http://owl.english.purdue.edu/owl/resource/560/02/</a><br />
<br />
See: "short quotations" and "long quotations" and "summary or paraphrase."<br />
<br />
<h2 style="color: #003366; font-family: 'Trebuchet MS', Arial, sans-serif; font-size: 19px; margin-bottom: 15px; margin-top: 0px; padding-top: 0px;">
Late Work</h2>
Regular, timely feedback to classmates via the
Discussion Board makes this class vital, and prompt submission of
assignments for assessment allows the instructor to give you the
guidance you deserve to receive. Due dates for each module are published
on the course calendar at the start of the class. Work turned in by
midnight on the due date will be considered on time and will receive
full credit.<br />
<br />
Life can bring emergencies which may
prevent timely submission of assignments. If you have an emergency which
interferes with your coursework contact the instructor as soon as
possible. Emergencies are defined as serious events which are not
planned. Emergencies cannot be written on the calendar in advance.
Examples of emergencies are heart attacks, car accidents, serious health
crises of the student or in the student's immediate family. Examples of
non-emergencies are family weddings, vacations, or any other event
which can be planned around. If the family calendar looks busy at a
particular time, plan to work ahead on your coursework.<br />
<br />
Excused
Makeup Work - If the late submission has been requested and approved in
advance of the due date, there will be no deduction of points from the
grade. An email to the instructor requesting an extension of the due
date must be sent. The instructor will inform you if late submission
will be allowed.<br />
<br />
Unless previously excused by the
instructor, work that is submitted after the close of a module will be
penalized 10%. In other words, you need to be on time to earn 100%. You
will only one week to make up late work. Late work will not be accepted
after one week unless previously approved by the instructor.<br />
<br />
Please contact the instructor if you have any questions about the late policy.<br />
<br />
<h2 style="color: #003366; font-family: 'Trebuchet MS', Arial, sans-serif; font-size: 19px; margin-bottom: 15px; margin-top: 0px; padding-top: 0px;">
Accommodations</h2>
If you believe the course requirements create a
conflict with your observance of religious holidays, please notify the
instructor within the first two weeks of the semester so that
appropriate alternative options can be arranged.<br />
<br />
<h2 style="color: #003366; font-family: 'Trebuchet MS', Arial, sans-serif; font-size: 19px; margin-bottom: 15px; margin-top: 0px; padding-top: 0px;">
Accessibility</h2>
UW-Stout strives for an inclusive learning
environment. If you anticipate or experience any barriers related to the
format or requirements of this course please contact the instructor to
discuss ways to ensure full access. If you determine that additional
disability-related accommodations are necessary please contact the
Disability Services office for assistance 715-232-2995 or contact the
staff via email at this website: <a href="http://www.uwstout.edu/services/disability/contact.cfm" style="color: #669999; font-family: 'Trebuchet MS', Arial, Helvetica, sans-serif; font-size: 15px; font-weight: bold;">http://www.uwstout.edu/services/disability/contact.cfm</a><br />
<br />
<h2 style="color: #003366; font-family: 'Trebuchet MS', Arial, sans-serif; font-size: 19px; margin-bottom: 15px; margin-top: 0px; padding-top: 0px;">
Academic Dishonesty</h2>
"Students are responsible for the honest
completion and representation of their work, for the appropriate
citation of sources, and for respect of others' academic endeavors.
Students who violate these standards must be confronted and must accept
the consequences of their actions."<br />
Definitions of academic dishonesty as provided by the National Association of Student Personnel Administrators include:<br />
<ul type="disc">
<li style="margin-left: 15px; margin-top: 0.5em;">Cheating — The use or attempted use of unauthorized materials, information, or study aids in any academic exercise.</li>
<li style="margin-left: 15px; margin-top: 0.5em;">Plagiarism — The use of others' ideas and words without a clear acknowledgement of the source.</li>
<li style="margin-left: 15px; margin-top: 0.5em;">Fabrication
— The intentional and unauthorized falsification or invention of any
information or citation in any academic exercise.</li>
<li style="margin-left: 15px; margin-top: 0.5em;">Assisting — The facilitation or assistance in academic dishonesty.</li>
</ul>
UW-Stout also considers academic dishonesty to include forgery
of academic documents, or intentionally impeding or damaging the
academic work of others.<br />
<br />
Academic misconduct in the University of
Wisconsin System is defined by UWS Chapter 14. "Student Academic
Misconduct / Disciplinary Procedures - UWS," Ch. 14.Â<br />
<br />
<h2 style="color: #003366; font-family: 'Trebuchet MS', Arial, sans-serif; font-size: 19px; margin-bottom: 15px; margin-top: 0px; padding-top: 0px;">
Technology Requirements and Assistance</h2>
Complete the system checkup on this website –<a href="https://uwstout.courses.wisconsin.edu/" style="color: #669999; font-family: 'Trebuchet MS', Arial, Helvetica, sans-serif; font-size: 15px; font-weight: bold;">https://uwstout.courses.wisconsin.edu/</a> – by clicking on the link that says:<b style="font-family: Arial, Helvetica, sans-serif; font-size: 15px;">Check your system</b>.<br />
<br />
For help with your university email account, password, and login process: <a href="http://helpdesk.uwstout.edu/" style="color: #669999; font-family: 'Trebuchet MS', Arial, Helvetica, sans-serif; font-size: 15px; font-weight: bold;">http://helpdesk.uwstout.edu</a><br />
<br />
<span class="step_header" style="color: #000066; font-family: "trebuchet ms" , "arial" , "helvetica" , sans-serif; font-weight: bold;">Madison Help Desk </span>If
you have any questions about these preferences, please call the Madison
Help Desk at one of the numbers listed below and indicate that you are a
UW-Stout student needing help with Learn@UW-Stout. Help is available 7
days a week.<br />
<ul>
<li style="margin-left: 15px; margin-top: 0.5em;">1-888-435-7589 select option 3<br /><br />or</li>
<li style="margin-left: 15px; margin-top: 0.5em;">1-608-264-4357 select option 3</li>
</ul>
<h3 style="color: #330066; font-family: 'Trebuchet MS', Arial, sans-serif; font-size: 17px; margin-bottom: 15px; margin-top: 0px; padding-top: 0px;">
Problems with Email</h3>
<span class="step_header" style="color: #000066; font-family: "trebuchet ms" , "arial" , "helvetica" , sans-serif; font-weight: bold;">Ask5000 Help Desk</span><br />
Call
715-232-5000 for technical assistance such as forgotten passwords,
email, storage, and problems logging in to Access Stout to view tuition
billing or final grades.<br />
<br />
<h2 style="color: #003366; font-family: 'Trebuchet MS', Arial, sans-serif; font-size: 19px; margin-bottom: 15px; margin-top: 0px; padding-top: 0px;">
Library Services</h2>
To access UW - Stout's Library Services visit <a href="http://www.uwstout.edu/lib/" style="color: #669999; font-family: 'Trebuchet MS', Arial, Helvetica, sans-serif; font-size: 15px; font-weight: bold;">http://www.uwstout.edu/lib/</a>.
In addition to traditional and online services, the library maintains
many helpful videos on searching and use of the online research tools.<br />
<br />
<h2 style="text-align: center;">
Help them find their voices!</h2>
<div class="separator" style="clear: both; text-align: center;">
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REGISTER without cost to secure your seat: <a href="http://www.uwstout.edu/soe/profdev/traits.cfm" target="_blank"><b>ACT NOW!</b></a></div>
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</tbody></table>
</center>
<img id="hzDownscaled" style="font-family: Georgia, 'Times New Roman', Times, serif; font-size: 16px; position: absolute; top: -10000px;" /><div class="blogger-post-footer">6-Traits Resources</div>wiredinstructorhttp://www.blogger.com/profile/07221464821539727027noreply@blogger.com0tag:blogger.com,1999:blog-3151189426584173085.post-43386875573583936042016-01-19T05:20:00.000-08:002016-01-20T10:53:20.332-08:00Tired of Being a Red Ink Slave to Corrections?<span class="Apple-style-span" style="font-size: large;"><b>Editing, Not Correcting
</b></span><br />
<br />
How do you respond to the statement: <strong>Correcting isn't teaching!</strong><br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj756_uIP7U8QmiTnDMV2Bf6ztw2xaZDPskFN5nDLrtKBlVsWm2T-3_I_Op5tIxYnpUnkMwMnYvxxIrZ1uqvUHwMPEwd_5B07IcCqIeBzU5R_j5k0IIGrJSW3utNpY0a61cSo6JovSmKhME/s1600/red-pen-stress.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj756_uIP7U8QmiTnDMV2Bf6ztw2xaZDPskFN5nDLrtKBlVsWm2T-3_I_Op5tIxYnpUnkMwMnYvxxIrZ1uqvUHwMPEwd_5B07IcCqIeBzU5R_j5k0IIGrJSW3utNpY0a61cSo6JovSmKhME/s1600/red-pen-stress.jpg" /></a></div>
<div class="separator" style="clear: both; text-align: center;">
<br /></div>
Think about it: all correcting does is make <em>you</em> a better proofreader. Students more often than not ignore your hard work. You as a teacher feel obligated to take out the red pen, while in your heart you know this just isn't working. Don't you see the same errors over and over again? How many times can you check, highlight, underline and explain in the margins that a lot is two words? What else can you do? Isn't every English teacher obliged to correct the work of their students? Isn't that the expectation of parents and administration?<br />
<br />
What if you shift the burden of correcting to the student where it belongs? You can do this by integrating editing skills into the writing process from day one. If you establish simple routines by editing every day you can chip a way at the persistent problems without bleeding red ink after school and every weekend.<br />
<br />
Many teachers use a daily oral language approach. Let's make it a <em>daily integrated editing exploration </em>approach and stop correcting for our students!<br />
<ul>
<li><div style="margin-bottom: 0in;">
Encourage students to re-read their work at every stage of the writing process.</div>
</li>
<li><div style="margin-bottom: 0in;">
Be sure students read their own work aloud.</div>
</li>
<li><div style="margin-bottom: 0in;">
Introduce and use the <a href="http://wiredinstructor.org/traits/seven/editing.html#Proofreading" target="_blank">basic proofreading symbols</a></div>
</li>
<li><div style="margin-bottom: 0in;">
Start each class with a brief editing sponge or transitional activity.</div>
</li>
<li><div style="margin-bottom: 0in;">
Periodically assemble a list of <a href="http://wiredinstructor.org/traits/seven/editing.html#Essentials" target="_blank">Editing Essentials</a> to tally the collective skills of the group</div>
</li>
<li><div style="margin-bottom: 0in;">
Collect and organize mentor sentences for modeling usage and grammar concepts</div>
</li>
<li>Throughout the year, have your students choose e-portfolio samples that document student progress</li>
</ul>
<h3 class="western">
<strong>Edit Anonymous Authentic Samples</strong></h3>
Practice editing skills with a variety of <a href="http://wiredinstructor.org/traits/seven/editing.html#paragraphs" target="_blank">anonymous sample sentences or paragraphs</a> in need of specific corrections. Toss the work sheets and find samples from the real world.<br />
<ul>
<li><div style="margin-bottom: 0in;">
Use student papers that display the most persistent problems.</div>
</li>
<li><div style="margin-bottom: 0in;">
Find samples in online student publications like <a href="http://wiredinstructor.net/kms/" target="_blank">KMSoul</a> .</div>
</li>
<li>Use the NWREL 6-Traits database of student work.</li>
</ul>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjTzM3nvWsJN_MLiZ_n9VvjCgI4HUWa8x_7Pfw8clquyi6CpEsKCwDKnL64vhK8XbkIw0YA7MaA-u2VQYaqKLS38HC7e8dTcgmv_ozma2pYlllTuFkCzJvJ4HIg4pylpzCB_OBn4k0s1a6j/s1600/redslave2.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjTzM3nvWsJN_MLiZ_n9VvjCgI4HUWa8x_7Pfw8clquyi6CpEsKCwDKnL64vhK8XbkIw0YA7MaA-u2VQYaqKLS38HC7e8dTcgmv_ozma2pYlllTuFkCzJvJ4HIg4pylpzCB_OBn4k0s1a6j/s200/redslave2.jpg" width="166" /></a></div>
Better yet, use the <a href="http://www.greatsentences.blogspot.com/" target="_blank">Notable Sentences Blog</a> a treasure chest of well organized examples. Self proclaimed "sentence stalker" Loren Wolter maintains this remarkable resource. Her blog is a collaboratively build collection of sample sentences organized to address editing essentials like grammar, syntax, figurative language and many other aspects of writing. These model sentences provide powerful teaching examples and pave the way for meaningful, traits inspired, writing process oriented grammar explorations.<strong><br /></strong><br />
<br />
<strong>Remember:</strong> It is far easier to work on a sample than to edit your own work. Provide process practice before you move to self-editing.<br />
<h3 class="western">
<strong>Fresh Eyes = Edit Better</strong></h3>
When it does come time for your students to edit their <a href="http://wiredinstructor.org/traits/seven/editing.html#Important" target="_blank">important pieces</a>, be sure the writing has time to <em>cool</em>.<br />
<ul>
<li><div style="margin-bottom: 0in;">
Waiting a few days allows a writer to edit with fresh eyes.</div>
</li>
<li><div style="margin-bottom: 0in;">
Try reading the text backwards to discover invisible errors like repeated articles.</div>
</li>
<li>Zoom word processed text or switch to a larger font to see the words in a different way.</li>
</ul>
<h3 class="western">
<strong>Focus on One Type of Error at a Time</strong></h3>
Here's a professional proofreader's trick:<em> focus on a single specific issue </em>to keep things manageable. If you try to edit for capitalization, punctuation, spelling, and grammar at the same time you overwhelm your weaker editors, causing them to shut down. For younger students, this may mean starting with just end punctuation or capitalization. For older students, the focus may be the rules of dialog or the use of quotation marks.<br />
<h3 class="western">
<strong>Integrate Editing into the Writing Process</strong></h3>
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgJCGN6hTuTNwvigbX1rlz7jJ3VoFR_-PBC6LSLwhvRUA0FZNpPxAdEUQYlWNwQd2OkVjelGmRHL7NGABh38KJANVHAcxqRJPl-RFjeOgMQ6xua-ZGYiVP0OlxzQ4p50ZaJwxCOFuDxJkfE/s1600/redinkslave.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgJCGN6hTuTNwvigbX1rlz7jJ3VoFR_-PBC6LSLwhvRUA0FZNpPxAdEUQYlWNwQd2OkVjelGmRHL7NGABh38KJANVHAcxqRJPl-RFjeOgMQ6xua-ZGYiVP0OlxzQ4p50ZaJwxCOFuDxJkfE/s200/redinkslave.jpg" width="148" /></a>Students who can revise and edit their own work are on the way to becoming independent writers. Editing helps writers understand their own voice. I'm not advocating a close spell check and punctuation drill early in the process. Too much focus on correctness can stunt fluency. Instead encourage re-reading and reading aloud as part of the writing/editing process. This habit will provide opportunities for students to experiment with usage as they go.<br />
<h3 class="western">
<strong>Model by Thinking Out Loud</strong></h3>
Often we expect students to 'hear' or 'see' grammatical problems by applying a mental filter based on their previous exposure to language. Not all students have this filter. This is especially true for English language learners or students with learning disabilities. This is why it is so important to model the editing process using the think aloud method.<br />
<br />
Put up an sample of your own <em>weak first draft writing</em> on an overhead projector or computer screen. Talk your way through a quick editing process. Broadcast your inner monologue as you tear into the typical problems you want to address. Modeling your own process shows students how important writing is to you and creates a safer learning atmosphere.<br />
<h3>
<strong>Where Will I Find the Time?</strong></h3>
If you find yourself saying, I don't have time for one more thing in my curriculum, you'll love Jeff Anderson's insightful article <a href="http://tinyurl.com/express-lane-editing" target="_blank">Express Lane Editing Techniques.</a> His field tested methods for modeling editing and re-reading throughout the writing process are practical and effective. Anderson suggests we approach grammar as.."something to be explored, not just corrected".<br />
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Anderson is also the author of the books: <a href="http://stenhouse.com/shop/pc/viewprd.asp?idproduct=8960&r=&referer=" target="_blank">Mechanically Inclined</a> and <a href="http://www.stenhouse.com/shop/pc/viewprd.asp?idproduct=9094&r=&referer=" target="_blank">Everyday Editing</a>. His books provide a road map for integrating powerful editing practices into the writing process. This isn't dry academic writing. Anderson comes from the classroom and has a voice and outlook are seasoned by the realities we all face everyday.<br />
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I started thinking of how we taught editing at our school. It looked like a series of half-baked attempts to solve a problem that we were not sure how to fix. If I asked my sixth-grade class to correct a sentence riddled with errors, did that show them editing is a powerful tool? When I looked at their faces, I had to admit the answer was a re-sounding, "No!"</blockquote>
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<strong><strong>Set Parent Expectations</strong></strong></h3>
Parents expect red ink. You will be pressured to teach the <em>good old-fashioned way</em>. Still, the good old-fashioned way (correcting) just doesn't work. A thoughtful letter home at the beginning of the year is a good idea. Explain your editing approach. Help parents understand that you value independent correctness. Be consistent and proactive. Periodically, send an editing paragraph home and ask parents to work together with their children on the edit. Consider inviting parents who are strong editors to work in your classroom, and train them to teach editing.<br />
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<strong>Reality Check on Editing</strong></h3>
Finally, accept the fact that not everyone will be a strong editor. A writer with a talent for unique ideas and a powerful voice may be very weak in the conventions of writing. Consider <a href="http://www.trelease-on-reading.com/rawls.html" target="_blank">Wilson Rawls</a>, author of <em>Where the Red Fern Grows</em>. Rawls was so ashamed of his spelling, punctuation, and grammar that he burned all his manuscripts and almost gave up writing. Yet who can deny the lyrical genius of his prose?<br />
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Writing is too often judged by correctness alone. Do good manners insure fine character? Does polished chrome and a fine paint job create a competitive race car? By balancing conventions (correctness) with the other traits of wiring; ideas, voice, organization, word choice, and sentence fluency, you help students find their strengths, while working on their weaknesses.<br />
In the end, by teaching instead of correcting, you arm all of your students with some independent editing skills. You help them on the road to becoming independent writer.<br />
You've done the job. Relax, take the weekend off!<br />
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<strong>Additional Editing Resources:</strong></h2>
<a href="http://www.uwstout.edu/soe/profdev/traits.shtml" target="_blank">Teaching and Assessing Writing with the Six Traits</a> (UW-Stout Online Class)<br />
<a href="http://writingfix.com/6_traits/conventions.htm" target="_blank">Conventions Homepage</a> (WritingFix)<br />
6-Traits Resources Blog: <a href="http://6-traits.blogspot.com/search?q=jeff+anderson" target="_blank">Jeff Anderson The Write Guy</a> (a guided tour of Anderson's online resources.)<br />
Loren Wolter <a href="http://www.greatsentences.blogspot.com/" target="_blank">Notable Sentences...For Imitation and Creation</a><br />
<strong><br /></strong>
<strong>Resources from Jeff Anderson:</strong><br />
<br />
<a href="http://www.writeguy.net/" target="_blank">The Write Guy</a> (Jeff Anderson's Website)<br />
<a href="http://books.google.com/books?id=1cSRqpspILcC&printsec=frontcover#PPP1,M1" target="_blank">Mechanically Inclined</a> (Google Book Preview)<br />
<a href="http://stenhouse.com/shop/pc/viewprd.asp?idproduct=8960&r=&referer=" target="_blank">Mechanically Inclined Building Grammar, Usage, and Style into Writer's Workshop</a><br />
<a href="http://stenhouse.com/html/news_95.htm" target="_blank">Making editing useful for young Adolescents</a><br />
<a href="http://education.waikato.ac.nz/research/journal/view.php?article=true&id=287&p=1" target="_blank">Grammar intertwined throughout the writing process: An "inch wide and a mile deep"</a><br />
<a href="http://www.stenhouse.com/pdfs/EJ0955Zoom.pdf" target="_blank">Zooming In and Zooming Out:Putting Grammar in Context into Context</a> (PDF)<br />
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<div class="blogger-post-footer">6-Traits Resources</div>wiredinstructorhttp://www.blogger.com/profile/07221464821539727027noreply@blogger.com1tag:blogger.com,1999:blog-3151189426584173085.post-75749448387598413962016-01-16T09:36:00.000-08:002016-01-16T09:46:21.280-08:00Register for Online Course Today: Build a Dynamic Writing Program this Year<center style="font-family: Georgia, 'Times New Roman', Times, serif; font-size: 16px;">
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<span style="font-size: 16px;"><a href="http://www.uwstout.edu/soe/profdev/traits.cfm" target="_blank">Register Now: Online Courses Start</a>: </span><span style="background-color: transparent; font-family: Arial, Helvetica, 'DejaVu Sans', 'Liberation sans', 'Bitstream Vera Sans', sans-serif; font-size: 16.2px; line-height: 21.06px;">Spring: February 1 - March 25, 2016</span></h2>
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<span style="background-color: transparent; line-height: 21.06px;"><span style="font-family: Arial, Helvetica, DejaVu Sans, Liberation sans, Bitstream Vera Sans, sans-serif;"><b>EDUC 653 Middle School through Adult 6-Traits Writing Instruction</b></span></span></div>
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<span style="background-color: transparent; line-height: 21.06px;"><span style="font-family: Arial, Helvetica, DejaVu Sans, Liberation sans, Bitstream Vera Sans, sans-serif;"><b>EDUC 654 PK Through Elementary 6-Traits Writing Instruction</b></span></span></div>
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Do you want to engage your students and build a great writing program before the end of the school year? This class provides a plethora of practical methods and inspirational ideas. </div>
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<span style="font-size: large;">LAST CALL! Enroll today!</span></div>
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<img align="right" alt="Renee Williams" height="113" src="https://www2.uwstout.edu/content/profdev/traits/images/Renee_Williams.jpg" width="100" /><br />
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<tr><td class="emphasis" style="font-family: Arial, Helvetica, sans-serif; font-size: 15px; font-weight: bold;" width="93"><strong style="font-size: 15px;">Instructor:</strong></td><td style="font-size: 16px;" width="184">Renee Williams</td></tr>
<tr><td class="emphasis" style="font-family: Arial, Helvetica, sans-serif; font-size: 15px; font-weight: bold;"><strong style="font-size: 15px;">Telephone: </strong></td><td style="font-size: 16px;">971-4504572474</td></tr>
<tr><td class="emphasis" style="font-family: Arial, Helvetica, sans-serif; font-size: 15px; font-weight: bold;"><strong style="font-size: 15px;">E-mail:</strong></td><td style="font-size: 16px;"><a href="mailto:williamsr@uwstout.edu" style="color: #669999; font-family: 'Trebuchet MS', Arial, Helvetica, sans-serif; font-size: 15px; font-weight: bold;">williamsr@uwstout.edu</a></td></tr>
<tr><td colspan="2" style="font-size: 16px;">Office appointment calls available via Skype: renwill11 in Dubai, U.A.E.</td></tr>
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<br />Course Description</h2>
Concepts, instructional methods and assessment strategies for improving writing instruction, middle school through post-secondary. Self-assessment strategies, application of 6-traits, technology and software applications, and writing across the curriculum.<br />
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This class will focus on how to apply the Northwest Regional Educational Laboratory's 6+1 Traits™ model to the process of teaching and evaluating writing.<br />
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The course activities will investigate the vocabulary, concepts, and application of writing traits to classroom instruction and student assessment. Take a few moments to review the class objectives.<br />
Each module is structured around an Introduction, Readings, Lecture, Activities, an Activity Checklist, and Discussion Forum.<br />
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You will work individually and as part of a community to practice and refine your assessment skills. You will score a variety of demonstration papers, discuss your rationale with online colleagues, discover a variety of classroom strategies for teaching the traits, and share your own teaching methods.<br />
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While online education is highly flexible and designed to meet your schedule, you will need to set and meet deadlines as part of your weekly assignments and collaborative work. Additionally, your colleagues will depend on you for timely feedback as you work together to deepen and clarify essential concepts.<br />
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<a href="http://1.bp.blogspot.com/-Lez4rtsAA1g/Vpp9vxoUmfI/AAAAAAAAMH8/p0lJSrdJW5c/s1600/kids-in-motion.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="640" src="http://1.bp.blogspot.com/-Lez4rtsAA1g/Vpp9vxoUmfI/AAAAAAAAMH8/p0lJSrdJW5c/s640/kids-in-motion.png" width="420" /></a></div>
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Free e-Textbook</h2>
Spandel, Vicki. (2012). <a href="http://www.amazon.com/Creating-Writers-Workshop-Literature-Revisers/dp/0132944103/ref=tmm_pap_title_0?ie=UTF8&qid=1390248487&sr=1-1" style="color: #669999; font-family: 'Trebuchet MS', Arial, Helvetica, sans-serif; font-size: 15px; font-weight: bold;">Creating Writers: 6 Traits, Process, Workshop, and </a> <a href="http://www.amazon.com/Creating-Writers-Workshop-Literature-Revisers/dp/0132944103/ref=tmm_pap_title_0?ie=UTF8&qid=1390248487&sr=1-1" style="color: #669999; font-family: 'Trebuchet MS', Arial, Helvetica, sans-serif; font-size: 15px; font-weight: bold;">Literature </a>(6th Edition). Pearson. ISBN: 978-0132944106<br />
Additional reading materials will be included as e-mail mini lectures or references on the WWW.<br />
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When you log in to the course, you will access the e-textbook to read online from your tablet, laptop or desktop. The e-textbook software is compatible with an iPad, Kindle Fire or fully Internet-capable device. It is not compatible with a Kindle Reader.<br />
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You can highlight info and organize info in the e-book (i.e. adding a note stating something like "reference in my discussion posting") and print only what you want for use as a study guide. You may share notes and highlighting with peers in the class. Printing of the entire textbook is allowed for your personal professional use.<br />
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University Email</h2>
Checking your university email daily is recommended.<br />
<span class="step_header" style="color: #000066; font-family: 'Trebuchet MS', Arial, Helvetica, sans-serif; font-weight: bold;">Mobile Phone Access to Your Email</span>You may configure your mobile device to receive your university email automatically. Directions are provided at:<a href="http://helpdesk.uwstout.edu/kb/resolution.asp?q_id=262" style="color: #669999; font-family: 'Trebuchet MS', Arial, Helvetica, sans-serif; font-size: 15px; font-weight: bold;">http://helpdesk.uwstout.edu/kb/resolution.asp?q_id=262</a><br />
Click on the appropriate link for directions that match your device.<br />
If you need assistance, please call 715-232-5000.<br />
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Objectives</h2>
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<li style="margin-left: 15px; margin-top: 0.5em;">Articulate an understanding of the historical foundations of the 6-traits writing movement and its relevance to classroom instruction.</li>
<li style="margin-left: 15px; margin-top: 0.5em;">Analyze writing samples based on the critical attributes of each trait.</li>
<li style="margin-left: 15px; margin-top: 0.5em;">Apply a variety of composing and revision techniques used in the writing process.</li>
<li style="margin-left: 15px; margin-top: 0.5em;">Apply the 6-traits rubrics to analytically score writing samples and describe reasoning behind scoring decisions based on the point scale rubrics of the Northwest Regional Educational Laboratory (NWREL) and the Oregon Public Education Network (O.P.E.N.).</li>
<li style="margin-left: 15px; margin-top: 0.5em;">Utilize online databases to practice analytical scoring for each of the 6-traits.</li>
<li style="margin-left: 15px; margin-top: 0.5em;">Demonstrate effective strategies for teaching writing and differentiate 6-traits instruction based on a wide range of academic diversity including English language learners and special needs students.</li>
<li style="margin-left: 15px; margin-top: 0.5em;">Redesign current writing lessons and integrate the 6-traits approach with developmentally appropriate learning activities.</li>
<li style="margin-left: 15px; margin-top: 0.5em;">Analyze the impact of standardized testing on writing instruction and how 6-traits assessments prepare students for Common Core state and national writing tests.</li>
<li style="margin-left: 15px; margin-top: 0.5em;">Apply collaborative learning theory, model the technique with writing classes, and demonstrate use of technology such as discussion forums, online writing centers, blogs and wikis for writing assignments.</li>
<li style="margin-left: 15px; margin-top: 0.5em;">Increase the frequency of student writing and strategic integration of carefully designed writing tasks in different subject area curriculum.</li>
<li style="margin-left: 15px; margin-top: 0.5em;">Write reflectively about the themes, topics, and issues involved in teaching with the 6-traits.</li>
<li style="margin-left: 15px; margin-top: 0.5em;">Synthesize current research, contemporary theories, teaching strategies, and instructional technology to teach writing in content areas.</li>
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By the end of the course participants will be able to efficiently assess student writing using the 6+1 Traits™ model. Participants will have shared effective methods for teaching each trait. Finally, participants will publish an original student sample, complete with 6-traits scores and rationales.<br />
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Assignment Due Dates</h2>
Review the <a href="https://www2.uwstout.edu/content/profdev/traits/calendar.html" style="color: #669999; font-family: 'Trebuchet MS', Arial, Helvetica, sans-serif; font-size: 15px; font-weight: bold;">Course Calendar</a>. A link is available on each course content page.<br />
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Instructor-Student Communication</h2>
The primary methods for communicating with students with be via...<br />
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<li style="margin-left: 15px; margin-top: 0.5em;"><span class="emphasis" style="font-family: Arial, Helvetica, sans-serif; font-size: 15px; font-weight: bold;">Course News</span>Updates, instructions, advice and tips will be posted in the Course News. Remember to check it each time you login to your course. Please log in at least four times a week.</li>
<li style="margin-left: 15px; margin-top: 0.5em;"><strong style="font-family: Arial, Helvetica, sans-serif; font-size: 15px;">Discussion</strong>Check the Discussion Board posts and responses regularly and remember that your level of Discussion Board participation and your discussion summary will be factored into your grade.</li>
<li style="margin-left: 15px; margin-top: 0.5em;"><strong style="font-family: Arial, Helvetica, sans-serif; font-size: 15px;">Your UW-Stout Email Account</strong><br />Check the university email at least every other day. Daily is better. No course communication will be sent to your home/work personal email accounts.</li>
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As we complete each activity, you are encouraged to share your discoveries and successes with other participants and collaborate during team problem-solving. Participants may share drafts of works-in-progress for peer feedback and discuss ideas and suggestions before submitting the final project.<br />
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Each participant brings unique needs and resources to the group. Our sharing will provide a broader base of experience as we discover the solutions to each other's design needs and challenges.<br />
Since our diverse groups are usually in many different time zones feel free to use the following aids to determine what time it is in your classmates' countries and/or cities. This will help when setting up real-time chats with your learning partner during collaborative projects.<br />
<a href="http://www.timeanddate.com/worldclock/" style="color: #669999; font-family: 'Trebuchet MS', Arial, Helvetica, sans-serif; font-size: 15px; font-weight: bold;">The World Clock - Time Zones</a><br />
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Evaluation</h2>
Your final grade will be based on:<br />
<blockquote>
40% - Satisfactory completion of module activities20% - Final Project<br />
20% - Online Discussion (postings to <strong style="font-family: Arial, Helvetica, sans-serif; font-size: 15px;">Discussion Forum</strong>)<br />
20% - Self-reflection</blockquote>
<span style="font-family: 'Times New Roman'; font-size: small;">Your projects will be evaluated using standards listed on the module rubrics or checklists.</span><br />
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A -- Exceeds the standardB -- Proficient demonstration of the standard<br />
I -- Incomplete demonstration of the standard (Work must be resubmitted.)</blockquote>
<a href="http://www2.uwstout.edu/content/profdev/rubrics/discuss_etiquette.html" style="color: #669999; font-family: 'Trebuchet MS', Arial, Helvetica, sans-serif; font-size: 15px; font-weight: bold;" target="_blank">Discussion Board Etiquette</a> (Please Read!)<br />
Evaluation of your <strong style="font-family: Arial, Helvetica, sans-serif; font-size: 15px;">Discussion Forum</strong> participation is cumulative and subjective based on notes that the facilitator records each week. Always feel free to e-mail your facilitator for help in upgrading your participation in the <strong style="font-family: Arial, Helvetica, sans-serif; font-size: 15px;">Discussion Forum</strong>.<br />
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<strong style="font-family: Arial, Helvetica, sans-serif; font-size: 15px;">Exemplary</strong> indicates you participated above the minimum level in both quantity and clarity of communication in your <strong style="font-family: Arial, Helvetica, sans-serif; font-size: 15px;">Discussion Forum</strong> postings.<br />
<strong style="font-family: Arial, Helvetica, sans-serif; font-size: 15px;">Proficient</strong> indicates you met the minimum requirement. Discussion postings are timely, relevant and include some feedback about the readings and responds to others' comments in the discussions<br />
<strong style="font-family: Arial, Helvetica, sans-serif; font-size: 15px;">Partially Proficient </strong>Discussion postings are too few in number, or too trivial to fully meet the requirement. For example, most of the postings are "I think so too" or "I disagree", but lack any argument that adds to the discussion or includes excessive quoting from the material without any real supporting evidence of how the topic might integrate with their classroom teaching.<br />
<strong style="font-family: Arial, Helvetica, sans-serif; font-size: 15px;">Incomplete</strong> indicates you consistently contributed below the minimum two messages per week or contributions were merely perfunctory ("I agree with so and so.") or unclear.</blockquote>
<a href="http://wiredinstructor.org/traits/discussion_criteria.html" style="color: #669999; font-family: 'Trebuchet MS', Arial, Helvetica, sans-serif; font-size: 15px; font-weight: bold;">Discussion Rubric</a><br />
Reflections will be evaluated for clarity and your understanding of the readings and activities.<br />
Any time that you want to ask about your progress, send an email directly to your facilitator.<br />
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Grading Scale</h3>
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<tr><td style="font-size: 16px;" width="73"></td><td style="font-size: 16px;" width="25">A</td><td align="right" style="font-size: 16px;" width="76">100-94</td></tr>
<tr><td style="font-size: 16px;"></td><td style="font-size: 16px;">A-</td><td align="right" style="font-size: 16px;">93-91</td></tr>
<tr><td style="font-size: 16px;"></td><td style="font-size: 16px;">B+</td><td align="right" style="font-size: 16px;">90-88</td></tr>
<tr><td style="font-size: 16px;"></td><td style="font-size: 16px;">B</td><td align="right" style="font-size: 16px;">87-84</td></tr>
<tr><td style="font-size: 16px;"></td><td style="font-size: 16px;">B-</td><td align="right" style="font-size: 16px;">83-81</td></tr>
<tr><td style="font-size: 16px;"></td><td style="font-size: 16px;">C+</td><td align="right" style="font-size: 16px;">80-78</td></tr>
<tr><td style="font-size: 16px;"></td><td style="font-size: 16px;">C</td><td align="right" style="font-size: 16px;">77-74</td></tr>
<tr><td style="font-size: 16px;"></td><td style="font-size: 16px;">F</td><td align="right" style="font-size: 16px;">73 or below</td></tr>
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To maintain Full Academic Standing, a cumulative GPA of 3.0 is required for graduate students.</div>
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<a href="http://www.uwstout.edu/grad/upload/Graduate-School-Policies.pdf" style="color: #660066; font-family: 'Trebuchet MS', Arial, Helvetica, sans-serif; font-size: 15px; font-weight: bold;">http://www.uwstout.edu/grad/upload/Graduate-School-Policies.pdf</a><br />
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Course Outline</h2>
<ol>
<li style="margin-left: 15px; margin-top: 0.5em;"><strong style="font-family: Arial, Helvetica, sans-serif; font-size: 15px;">Getting Started With Traits</strong>Introductions, Community, The 6-Traits Theory, Historical Foundations, The Writing Process, Coaching Students Trait by Trait</li>
<li style="margin-left: 15px; margin-top: 0.5em;"><strong style="font-family: Arial, Helvetica, sans-serif; font-size: 15px;">Trait: Voice</strong><br />Finding the Courage to Speak from the Heart, Teaching students to be assessors, Composing and revision in the writing process, Teaching strategies, Voice and informational writing, Books for teaching Voice, Six point writing guide</li>
<li style="margin-left: 15px; margin-top: 0.5em;"><strong style="font-family: Arial, Helvetica, sans-serif; font-size: 15px;">Trait: Ideas and Content</strong><br />Generating Great Ideas, Ideas defined, Lessons and strategies for Ideas, Practice papers for Ideas, Ideas sample rubrics, Three level writing guide, Timeline/revision checklist for Ideas, Ideas and informational writing, Prewriting activities, Ideas as a foundation for meaning, Books for teaching Ideas</li>
<li style="margin-left: 15px; margin-top: 0.5em;"><strong style="font-family: Arial, Helvetica, sans-serif; font-size: 15px;">Trait: Organization</strong><br />Techniques and Tips for Structuring Student Writing, Organization defined, Timeline/checklist for Organization, Teaching of Organization, Books for teaching Organization, Practice papers for Organization, Focused lessons for Organization, Three level writing guide, Six point writing guide</li>
<li style="margin-left: 15px; margin-top: 0.5em;"><strong style="font-family: Arial, Helvetica, sans-serif; font-size: 15px;">Trait: Word Choice</strong><br />Developing Descriptive Vocabulary to 'Show' What You Know, Word choice defined, Timeline/checklist for Word Choice, Teaching Word Choice, Books for Teaching Word Choice, Six point writing guide, Practice papers for Word Choice, Focused lessons for Word Choice, Informational writing guide</li>
<li style="margin-left: 15px; margin-top: 0.5em;"><strong style="font-family: Arial, Helvetica, sans-serif; font-size: 15px;">Trait: Sentence Fluency</strong><br />Developing Rhythm, Sentence Fluency defined, Teaching strategies, Teaching Sentence Fluency, Books for Teaching Sentence Fluency, Practice papers for Sentence Fluency, Focused lessons for Sentence Fluency</li>
<li style="margin-left: 15px; margin-top: 0.5em;"><strong style="font-family: Arial, Helvetica, sans-serif; font-size: 15px;">Trait: Conventions</strong><br />Conventions - Editing, Not Correcting / Assessments & Grading, Conventions defined, Timeline/checklist for Conventions, Books for teaching Conventions, Teaching Conventions, Scoring for Conventions, Practice papers for Conventions, Focused lessons for Conventions, Six-trait rubric</li>
<li style="margin-left: 15px; margin-top: 0.5em;"><strong style="font-family: Arial, Helvetica, sans-serif; font-size: 15px;">Practical Applications of the 6-Traits in Writing Across the Curriculum</strong><br />Use of technology for collaborative writing and editing in the classroom, Writers workshops in the disciplines and across the curriculum, Writing and the discipline areas, Understanding the role of audience, Modes of writing and the content areas</li>
<li style="margin-left: 15px; margin-top: 0.5em;"><strong style="font-family: Arial, Helvetica, sans-serif; font-size: 15px;">The Assessment Roundtable </strong>Bringing It All Together<br />Assessing middle school, high school and community college writers, Communicating with students, Expanding the vision of 6-traits and the writing process in the classroom</li>
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Participation and Collaboration</h2>
Participants will:<br />
<ul>
<li style="margin-left: 15px; margin-top: 0.5em;">Exchange posts with their colleagues and participate in discussions using a <strong style="font-family: Arial, Helvetica, sans-serif; font-size: 15px;">Discussion Forum</strong></li>
<li style="margin-left: 15px; margin-top: 0.5em;">Review and discuss online and text based reading materials</li>
<li style="margin-left: 15px; margin-top: 0.5em;">Use online examples to practice score each trait</li>
<li style="margin-left: 15px; margin-top: 0.5em;">Score demonstration papers using the rubric and discuss assessment rationale</li>
<li style="margin-left: 15px; margin-top: 0.5em;">Develop and score an original student sample for all traits.</li>
</ul>
You will be able to customize activities to your specific teaching responsibilities and needs.<br />
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Citations</div>
No more that 10% of a discussion posting or paper may be directly quoted.<br />
Tips for documenting direct quotes in a discussion posting or paper:<a href="http://www2.uwstout.edu/content/profdev/idtrends/redir.aspx?C=2d94fd57810f4c42be363a34ed520489&URL=http%3a%2f%2fowl.english.purdue.edu%2fowl%2fresource%2f560%2f02%2f" style="color: #669999; font-family: 'Trebuchet MS', Arial, Helvetica, sans-serif; font-size: 15px; font-weight: bold;" target="_blank">http://owl.english.purdue.edu/owl/resource/560/02/</a><br />
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See: "short quotations" and "long quotations" and "summary or paraphrase."<br />
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Late Work</h2>
Regular, timely feedback to classmates via the Discussion Board makes this class vital, and prompt submission of assignments for assessment allows the instructor to give you the guidance you deserve to receive. Due dates for each module are published on the course calendar at the start of the class. Work turned in by midnight on the due date will be considered on time and will receive full credit.<br />
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Life can bring emergencies which may prevent timely submission of assignments. If you have an emergency which interferes with your coursework contact the instructor as soon as possible. Emergencies are defined as serious events which are not planned. Emergencies cannot be written on the calendar in advance. Examples of emergencies are heart attacks, car accidents, serious health crises of the student or in the student's immediate family. Examples of non-emergencies are family weddings, vacations, or any other event which can be planned around. If the family calendar looks busy at a particular time, plan to work ahead on your coursework.<br />
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Excused Makeup Work - If the late submission has been requested and approved in advance of the due date, there will be no deduction of points from the grade. An email to the instructor requesting an extension of the due date must be sent. The instructor will inform you if late submission will be allowed.<br />
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Unless previously excused by the instructor, work that is submitted after the close of a module will be penalized 10%. In other words, you need to be on time to earn 100%. You will only one week to make up late work. Late work will not be accepted after one week unless previously approved by the instructor.<br />
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Please contact the instructor if you have any questions about the late policy.<br />
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Accommodations</h2>
If you believe the course requirements create a conflict with your observance of religious holidays, please notify the instructor within the first two weeks of the semester so that appropriate alternative options can be arranged.<br />
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Accessibility</h2>
UW-Stout strives for an inclusive learning environment. If you anticipate or experience any barriers related to the format or requirements of this course please contact the instructor to discuss ways to ensure full access. If you determine that additional disability-related accommodations are necessary please contact the Disability Services office for assistance 715-232-2995 or contact the staff via email at this website:<a href="http://www.uwstout.edu/services/disability/contact.cfm" style="color: #669999; font-family: 'Trebuchet MS', Arial, Helvetica, sans-serif; font-size: 15px; font-weight: bold;">http://www.uwstout.edu/services/disability/contact.cfm</a><br />
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Academic Dishonesty</h2>
"Students are responsible for the honest completion and representation of their work, for the appropriate citation of sources, and for respect of others' academic endeavors. Students who violate these standards must be confronted and must accept the consequences of their actions."<br />
Definitions of academic dishonesty as provided by the National Association of Student Personnel Administrators include:<br />
<ul type="disc">
<li style="margin-left: 15px; margin-top: 0.5em;">Cheating — The use or attempted use of unauthorized materials, information, or study aids in any academic exercise.</li>
<li style="margin-left: 15px; margin-top: 0.5em;">Plagiarism — The use of others' ideas and words without a clear acknowledgement of the source.</li>
<li style="margin-left: 15px; margin-top: 0.5em;">Fabrication — The intentional and unauthorized falsification or invention of any information or citation in any academic exercise.</li>
<li style="margin-left: 15px; margin-top: 0.5em;">Assisting — The facilitation or assistance in academic dishonesty.</li>
</ul>
UW-Stout also considers academic dishonesty to include forgery of academic documents, or intentionally impeding or damaging the academic work of others.<br />
Academic misconduct in the University of Wisconsin System is defined by UWS Chapter 14. "Student Academic Misconduct / Disciplinary Procedures - UWS," Ch. 14.Â<br />
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Technology Requirements and Assistance</h2>
Complete the system checkup on this website –<a href="https://uwstout.courses.wisconsin.edu/" style="color: #669999; font-family: 'Trebuchet MS', Arial, Helvetica, sans-serif; font-size: 15px; font-weight: bold;">https://uwstout.courses.wisconsin.edu/</a> – by clicking on the link that says:<strong style="font-family: Arial, Helvetica, sans-serif; font-size: 15px;">Check your system</strong>.<br />
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For help with your university email account, password, and login process:<a href="http://helpdesk.uwstout.edu/" style="color: #669999; font-family: 'Trebuchet MS', Arial, Helvetica, sans-serif; font-size: 15px; font-weight: bold;">http://helpdesk.uwstout.edu</a><br />
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<span class="step_header" style="color: #000066; font-family: 'Trebuchet MS', Arial, Helvetica, sans-serif; font-weight: bold;">Madison Help Desk</span>If you have any questions about these preferences, please call the Madison Help Desk at one of the numbers listed below and indicate that you are a UW-Stout student needing help with Learn@UW-Stout. Help is available 7 days a week.<br />
<ul>
<li style="margin-left: 15px; margin-top: 0.5em;">1-888-435-7589 select option 3<br /><br />or</li>
<li style="margin-left: 15px; margin-top: 0.5em;">1-608-264-4357 select option 3</li>
</ul>
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Problems with Email</h3>
<span class="step_header" style="color: #000066; font-family: 'Trebuchet MS', Arial, Helvetica, sans-serif; font-weight: bold;">Ask5000 Help Desk</span><br />
Call 715-232-5000 for technical assistance such as forgotten passwords, email, storage, and problems logging in to Access Stout to view tuition billing or final grades.<br />
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Library Services</h2>
To access UW - Stout's Library Services visit <a href="http://www.uwstout.edu/lib/" style="color: #669999; font-family: 'Trebuchet MS', Arial, Helvetica, sans-serif; font-size: 15px; font-weight: bold;">http://www.uwstout.edu/lib/</a>. In addition to traditional and online services, the library maintains many helpful videos on searching and use of the online research tools.<br />
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Help them find their voices!</h2>
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LAST CHANCE TO REGISTER: <a href="http://www.uwstout.edu/soe/profdev/traits.cfm" target="_blank"><b>ACT NOW!</b></a></div>
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<img id="hzDownscaled" style="font-family: Georgia, 'Times New Roman', Times, serif; font-size: 16px; position: absolute; top: -10000px;" /><div class="blogger-post-footer">6-Traits Resources</div>wiredinstructorhttp://www.blogger.com/profile/07221464821539727027noreply@blogger.com0tag:blogger.com,1999:blog-3151189426584173085.post-27309497192744126872015-09-23T17:40:00.002-07:002016-06-08T12:35:47.741-07:006-Traits Online Professional Development - Enroll Immediately <center style="font-family: Georgia, 'Times New Roman', Times, serif; font-size: 16px;">
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<img alt="teaching and assessing writing with the 6 traits university of wisconsin stout" src="https://www2.uwstout.edu/content/profdev/traits/images/writing.jpg" title="" /></div>
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<span style="font-size: 16px;"><a href="http://www.uwstout.edu/soe/profdev/traits.cfm" target="_blank">Register Now: Courses Offered Every Semester</a></span></h2>
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<tr><td style="font-size: 16px;" width="12"></td><td style="font-size: 16px;" width="598"><div class="module_title" style="color: #006699; font-family: Arial; font-size: 19px; font-weight: bold;">
EDUC 653 Middle School through Adult 6-Traits Writing Instruction<br />
<span class="module_title" style="font-size: 19px;">3 credits</span></div>
<div class="emphasis" style="font-family: Arial, Helvetica, sans-serif; font-size: 15px; font-weight: bold;">
Course Author: Dennis O'Connor<br />
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<a href="http://www.uwstout.edu/soe/NCATE.cfm" style="color: #669999; font-family: 'Trebuchet MS', Arial, Helvetica, sans-serif; font-size: 15px; font-weight: bold;"><img alt="NCATE logo" border="0" src="http://www2.uwstout.edu/content/profdev/images/ncatelogoweb_3.gif" height="62" width="177" /></a><br />
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<img align="right" alt="Renee Williams" height="113" src="https://www2.uwstout.edu/content/profdev/traits/images/Renee_Williams.jpg" width="100" /><br />
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<tr><td class="emphasis" style="font-family: Arial, Helvetica, sans-serif; font-size: 15px; font-weight: bold;" width="93"><strong style="font-size: 15px;">Instructor:</strong></td><td style="font-size: 16px;" width="184">Renee Williams</td></tr>
<tr><td class="emphasis" style="font-family: Arial, Helvetica, sans-serif; font-size: 15px; font-weight: bold;"><strong style="font-size: 15px;">Telephone: </strong></td><td style="font-size: 16px;">971-4504572474</td></tr>
<tr><td class="emphasis" style="font-family: Arial, Helvetica, sans-serif; font-size: 15px; font-weight: bold;"><strong style="font-size: 15px;">E-mail:</strong></td><td style="font-size: 16px;"><a href="mailto:williamsr@uwstout.edu" style="color: #669999; font-family: 'Trebuchet MS', Arial, Helvetica, sans-serif; font-size: 15px; font-weight: bold;">williamsr@uwstout.edu</a></td></tr>
<tr><td colspan="2" style="font-size: 16px;">Office appointment calls available via Skype: renwill11 in Dubai, U.A.E.</td></tr>
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<br />Course Description</h2>
Concepts, instructional methods and assessment strategies for improving writing instruction, middle school through post-secondary. Self-assessment strategies, application of 6-traits, technology and software applications, and writing across the curriculum.<br />
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This class will focus on how to apply the Northwest Regional Educational Laboratory's 6+1 Traits™ model to the process of teaching and evaluating writing.<br />
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The course activities will investigate the vocabulary, concepts, and application of writing traits to classroom instruction and student assessment. Take a few moments to review the class objectives.<br />
Each module is structured around an Introduction, Readings, Lecture, Activities, an Activity Checklist, and Discussion Forum.<br />
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You will work individually and as part of a community to practice and refine your assessment skills. You will score a variety of demonstration papers, discuss your rationale with online colleagues, discover a variety of classroom strategies for teaching the traits, and share your own teaching methods.<br />
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While online education is highly flexible and designed to meet your schedule, you will need to set and meet deadlines as part of your weekly assignments and collaborative work. Additionally, your colleagues will depend on you for timely feedback as you work together to deepen and clarify essential concepts.<br />
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Free e-Textbook</h2>
Spandel, Vicki. (2012). <a href="http://www.amazon.com/Creating-Writers-Workshop-Literature-Revisers/dp/0132944103/ref=tmm_pap_title_0?ie=UTF8&qid=1390248487&sr=1-1" style="color: #669999; font-family: 'Trebuchet MS', Arial, Helvetica, sans-serif; font-size: 15px; font-weight: bold;">Creating Writers: 6 Traits, Process, Workshop, and </a> <a href="http://www.amazon.com/Creating-Writers-Workshop-Literature-Revisers/dp/0132944103/ref=tmm_pap_title_0?ie=UTF8&qid=1390248487&sr=1-1" style="color: #669999; font-family: 'Trebuchet MS', Arial, Helvetica, sans-serif; font-size: 15px; font-weight: bold;">Literature </a>(6th Edition). Pearson. ISBN: 978-0132944106<br />
Additional reading materials will be included as e-mail mini lectures or references on the WWW.<br />
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When you log in to the course, you will access the e-textbook to read online from your tablet, laptop or desktop. The e-textbook software is compatible with an iPad, Kindle Fire or fully Internet-capable device. It is not compatible with a Kindle Reader.<br />
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You can highlight info and organize info in the e-book (i.e. adding a note stating something like "reference in my discussion posting") and print only what you want for use as a study guide. You may share notes and highlighting with peers in the class. Printing of the entire textbook is allowed for your personal professional use.<br />
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University Email</h2>
Checking your university email daily is recommended.<br />
<span class="step_header" style="color: #000066; font-family: "trebuchet ms" , "arial" , "helvetica" , sans-serif; font-weight: bold;">Mobile Phone Access to Your Email</span>You may configure your mobile device to receive your university email automatically. Directions are provided at:<a href="http://helpdesk.uwstout.edu/kb/resolution.asp?q_id=262" style="color: #669999; font-family: 'Trebuchet MS', Arial, Helvetica, sans-serif; font-size: 15px; font-weight: bold;">http://helpdesk.uwstout.edu/kb/resolution.asp?q_id=262</a><br />
Click on the appropriate link for directions that match your device.<br />
If you need assistance, please call 715-232-5000.<br />
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Objectives</h2>
<ol>
<li style="margin-left: 15px; margin-top: 0.5em;">Articulate an understanding of the historical foundations of the 6-traits writing movement and its relevance to classroom instruction.</li>
<li style="margin-left: 15px; margin-top: 0.5em;">Analyze writing samples based on the critical attributes of each trait.</li>
<li style="margin-left: 15px; margin-top: 0.5em;">Apply a variety of composing and revision techniques used in the writing process.</li>
<li style="margin-left: 15px; margin-top: 0.5em;">Apply the 6-traits rubrics to analytically score writing samples and describe reasoning behind scoring decisions based on the point scale rubrics of the Northwest Regional Educational Laboratory (NWREL) and the Oregon Public Education Network (O.P.E.N.).</li>
<li style="margin-left: 15px; margin-top: 0.5em;">Utilize online databases to practice analytical scoring for each of the 6-traits.</li>
<li style="margin-left: 15px; margin-top: 0.5em;">Demonstrate effective strategies for teaching writing and differentiate 6-traits instruction based on a wide range of academic diversity including English language learners and special needs students.</li>
<li style="margin-left: 15px; margin-top: 0.5em;">Redesign current writing lessons and integrate the 6-traits approach with developmentally appropriate learning activities.</li>
<li style="margin-left: 15px; margin-top: 0.5em;">Analyze the impact of standardized testing on writing instruction and how 6-traits assessments prepare students for Common Core state and national writing tests.</li>
<li style="margin-left: 15px; margin-top: 0.5em;">Apply collaborative learning theory, model the technique with writing classes, and demonstrate use of technology such as discussion forums, online writing centers, blogs and wikis for writing assignments.</li>
<li style="margin-left: 15px; margin-top: 0.5em;">Increase the frequency of student writing and strategic integration of carefully designed writing tasks in different subject area curriculum.</li>
<li style="margin-left: 15px; margin-top: 0.5em;">Write reflectively about the themes, topics, and issues involved in teaching with the 6-traits.</li>
<li style="margin-left: 15px; margin-top: 0.5em;">Synthesize current research, contemporary theories, teaching strategies, and instructional technology to teach writing in content areas.</li>
</ol>
By the end of the course participants will be able to efficiently assess student writing using the 6+1 Traits™ model. Participants will have shared effective methods for teaching each trait. Finally, participants will publish an original student sample, complete with 6-traits scores and rationales.<br />
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Assignment Due Dates</h2>
Review the <a href="https://www2.uwstout.edu/content/profdev/traits/calendar.html" style="color: #669999; font-family: 'Trebuchet MS', Arial, Helvetica, sans-serif; font-size: 15px; font-weight: bold;">Course Calendar</a>. A link is available on each course content page.<br />
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Instructor-Student Communication</h2>
The primary methods for communicating with students with be via...<br />
<ul>
<li style="margin-left: 15px; margin-top: 0.5em;"><span class="emphasis" style="font-family: "arial" , "helvetica" , sans-serif; font-size: 15px; font-weight: bold;">Course News</span>Updates, instructions, advice and tips will be posted in the Course News. Remember to check it each time you login to your course. Please log in at least four times a week.</li>
<li style="margin-left: 15px; margin-top: 0.5em;"><strong style="font-family: Arial, Helvetica, sans-serif; font-size: 15px;">Discussion</strong>Check the Discussion Board posts and responses regularly and remember that your level of Discussion Board participation and your discussion summary will be factored into your grade.</li>
<li style="margin-left: 15px; margin-top: 0.5em;"><strong style="font-family: Arial, Helvetica, sans-serif; font-size: 15px;">Your UW-Stout Email Account</strong><br />Check the university email at least every other day. Daily is better. No course communication will be sent to your home/work personal email accounts.</li>
</ul>
As we complete each activity, you are encouraged to share your discoveries and successes with other participants and collaborate during team problem-solving. Participants may share drafts of works-in-progress for peer feedback and discuss ideas and suggestions before submitting the final project.<br />
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Each participant brings unique needs and resources to the group. Our sharing will provide a broader base of experience as we discover the solutions to each other's design needs and challenges.<br />
Since our diverse groups are usually in many different time zones feel free to use the following aids to determine what time it is in your classmates' countries and/or cities. This will help when setting up real-time chats with your learning partner during collaborative projects.<br />
<a href="http://www.timeanddate.com/worldclock/" style="color: #669999; font-family: 'Trebuchet MS', Arial, Helvetica, sans-serif; font-size: 15px; font-weight: bold;">The World Clock - Time Zones</a><br />
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Evaluation</h2>
Your final grade will be based on:<br />
<blockquote>
40% - Satisfactory completion of module activities20% - Final Project<br />
20% - Online Discussion (postings to <strong style="font-family: Arial, Helvetica, sans-serif; font-size: 15px;">Discussion Forum</strong>)<br />
20% - Self-reflection</blockquote>
<span style="font-family: "times new roman"; font-size: small;">Your projects will be evaluated using standards listed on the module rubrics or checklists.</span><br />
<blockquote>
A -- Exceeds the standardB -- Proficient demonstration of the standard<br />
I -- Incomplete demonstration of the standard (Work must be resubmitted.)</blockquote>
<a href="http://www2.uwstout.edu/content/profdev/rubrics/discuss_etiquette.html" style="color: #669999; font-family: 'Trebuchet MS', Arial, Helvetica, sans-serif; font-size: 15px; font-weight: bold;" target="_blank">Discussion Board Etiquette</a> (Please Read!)<br />
Evaluation of your <strong style="font-family: Arial, Helvetica, sans-serif; font-size: 15px;">Discussion Forum</strong> participation is cumulative and subjective based on notes that the facilitator records each week. Always feel free to e-mail your facilitator for help in upgrading your participation in the <strong style="font-family: Arial, Helvetica, sans-serif; font-size: 15px;">Discussion Forum</strong>.<br />
<blockquote>
<strong style="font-family: Arial, Helvetica, sans-serif; font-size: 15px;">Exemplary</strong> indicates you participated above the minimum level in both quantity and clarity of communication in your <strong style="font-family: Arial, Helvetica, sans-serif; font-size: 15px;">Discussion Forum</strong> postings.<br />
<strong style="font-family: Arial, Helvetica, sans-serif; font-size: 15px;">Proficient</strong> indicates you met the minimum requirement. Discussion postings are timely, relevant and include some feedback about the readings and responds to others' comments in the discussions<br />
<strong style="font-family: Arial, Helvetica, sans-serif; font-size: 15px;">Partially Proficient </strong>Discussion postings are too few in number, or too trivial to fully meet the requirement. For example, most of the postings are "I think so too" or "I disagree", but lack any argument that adds to the discussion or includes excessive quoting from the material without any real supporting evidence of how the topic might integrate with their classroom teaching.<br />
<strong style="font-family: Arial, Helvetica, sans-serif; font-size: 15px;">Incomplete</strong> indicates you consistently contributed below the minimum two messages per week or contributions were merely perfunctory ("I agree with so and so.") or unclear.</blockquote>
<a href="http://wiredinstructor.org/traits/discussion_criteria.html" style="color: #669999; font-family: 'Trebuchet MS', Arial, Helvetica, sans-serif; font-size: 15px; font-weight: bold;">Discussion Rubric</a><br />
Reflections will be evaluated for clarity and your understanding of the readings and activities.<br />
Any time that you want to ask about your progress, send an email directly to your facilitator.<br />
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Grading Scale</h3>
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<tr><td style="font-size: 16px;" width="73"></td><td style="font-size: 16px;" width="25">A</td><td align="right" style="font-size: 16px;" width="76">100-94</td></tr>
<tr><td style="font-size: 16px;"></td><td style="font-size: 16px;">A-</td><td align="right" style="font-size: 16px;">93-91</td></tr>
<tr><td style="font-size: 16px;"></td><td style="font-size: 16px;">B+</td><td align="right" style="font-size: 16px;">90-88</td></tr>
<tr><td style="font-size: 16px;"></td><td style="font-size: 16px;">B</td><td align="right" style="font-size: 16px;">87-84</td></tr>
<tr><td style="font-size: 16px;"></td><td style="font-size: 16px;">B-</td><td align="right" style="font-size: 16px;">83-81</td></tr>
<tr><td style="font-size: 16px;"></td><td style="font-size: 16px;">C+</td><td align="right" style="font-size: 16px;">80-78</td></tr>
<tr><td style="font-size: 16px;"></td><td style="font-size: 16px;">C</td><td align="right" style="font-size: 16px;">77-74</td></tr>
<tr><td style="font-size: 16px;"></td><td style="font-size: 16px;">F</td><td align="right" style="font-size: 16px;">73 or below</td></tr>
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<div style="font-family: 'Times New Roman', Times, serif; font-size: medium;">
To maintain Full Academic Standing, a cumulative GPA of 3.0 is required for graduate students.</div>
<div style="font-family: 'Times New Roman', Times, serif; font-size: medium;">
<a href="http://www.uwstout.edu/grad/upload/Graduate-School-Policies.pdf" style="color: #660066; font-family: 'Trebuchet MS', Arial, Helvetica, sans-serif; font-size: 15px; font-weight: bold;">http://www.uwstout.edu/grad/upload/Graduate-School-Policies.pdf</a><br />
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Course Outline</h2>
<ol>
<li style="margin-left: 15px; margin-top: 0.5em;"><strong style="font-family: Arial, Helvetica, sans-serif; font-size: 15px;">Getting Started With Traits</strong>Introductions, Community, The 6-Traits Theory, Historical Foundations, The Writing Process, Coaching Students Trait by Trait</li>
<li style="margin-left: 15px; margin-top: 0.5em;"><strong style="font-family: Arial, Helvetica, sans-serif; font-size: 15px;">Trait: Voice</strong><br />Finding the Courage to Speak from the Heart, Teaching students to be assessors, Composing and revision in the writing process, Teaching strategies, Voice and informational writing, Books for teaching Voice, Six point writing guide</li>
<li style="margin-left: 15px; margin-top: 0.5em;"><strong style="font-family: Arial, Helvetica, sans-serif; font-size: 15px;">Trait: Ideas and Content</strong><br />Generating Great Ideas, Ideas defined, Lessons and strategies for Ideas, Practice papers for Ideas, Ideas sample rubrics, Three level writing guide, Timeline/revision checklist for Ideas, Ideas and informational writing, Prewriting activities, Ideas as a foundation for meaning, Books for teaching Ideas</li>
<li style="margin-left: 15px; margin-top: 0.5em;"><strong style="font-family: Arial, Helvetica, sans-serif; font-size: 15px;">Trait: Organization</strong><br />Techniques and Tips for Structuring Student Writing, Organization defined, Timeline/checklist for Organization, Teaching of Organization, Books for teaching Organization, Practice papers for Organization, Focused lessons for Organization, Three level writing guide, Six point writing guide</li>
<li style="margin-left: 15px; margin-top: 0.5em;"><strong style="font-family: Arial, Helvetica, sans-serif; font-size: 15px;">Trait: Word Choice</strong><br />Developing Descriptive Vocabulary to 'Show' What You Know, Word choice defined, Timeline/checklist for Word Choice, Teaching Word Choice, Books for Teaching Word Choice, Six point writing guide, Practice papers for Word Choice, Focused lessons for Word Choice, Informational writing guide</li>
<li style="margin-left: 15px; margin-top: 0.5em;"><strong style="font-family: Arial, Helvetica, sans-serif; font-size: 15px;">Trait: Sentence Fluency</strong><br />Developing Rhythm, Sentence Fluency defined, Teaching strategies, Teaching Sentence Fluency, Books for Teaching Sentence Fluency, Practice papers for Sentence Fluency, Focused lessons for Sentence Fluency</li>
<li style="margin-left: 15px; margin-top: 0.5em;"><strong style="font-family: Arial, Helvetica, sans-serif; font-size: 15px;">Trait: Conventions</strong><br />Conventions - Editing, Not Correcting / Assessments & Grading, Conventions defined, Timeline/checklist for Conventions, Books for teaching Conventions, Teaching Conventions, Scoring for Conventions, Practice papers for Conventions, Focused lessons for Conventions, Six-trait rubric</li>
<li style="margin-left: 15px; margin-top: 0.5em;"><strong style="font-family: Arial, Helvetica, sans-serif; font-size: 15px;">Practical Applications of the 6-Traits in Writing Across the Curriculum</strong><br />Use of technology for collaborative writing and editing in the classroom, Writers workshops in the disciplines and across the curriculum, Writing and the discipline areas, Understanding the role of audience, Modes of writing and the content areas</li>
<li style="margin-left: 15px; margin-top: 0.5em;"><strong style="font-family: Arial, Helvetica, sans-serif; font-size: 15px;">The Assessment Roundtable </strong>Bringing It All Together<br />Assessing middle school, high school and community college writers, Communicating with students, Expanding the vision of 6-traits and the writing process in the classroom</li>
</ol>
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Participation and Collaboration</h2>
Participants will:<br />
<ul>
<li style="margin-left: 15px; margin-top: 0.5em;">Exchange posts with their colleagues and participate in discussions using a <strong style="font-family: Arial, Helvetica, sans-serif; font-size: 15px;">Discussion Forum</strong></li>
<li style="margin-left: 15px; margin-top: 0.5em;">Review and discuss online and text based reading materials</li>
<li style="margin-left: 15px; margin-top: 0.5em;">Use online examples to practice score each trait</li>
<li style="margin-left: 15px; margin-top: 0.5em;">Score demonstration papers using the rubric and discuss assessment rationale</li>
<li style="margin-left: 15px; margin-top: 0.5em;">Develop and score an original student sample for all traits.</li>
</ul>
You will be able to customize activities to your specific teaching responsibilities and needs.<br />
<div class="topics" style="color: #003366; font-family: 'Trebuchet MS', Arial, Helvetica, sans-serif; font-size: 18px; font-weight: bold;">
Citations</div>
No more that 10% of a discussion posting or paper may be directly quoted.<br />
Tips for documenting direct quotes in a discussion posting or paper:<a href="http://www2.uwstout.edu/content/profdev/idtrends/redir.aspx?C=2d94fd57810f4c42be363a34ed520489&URL=http%3a%2f%2fowl.english.purdue.edu%2fowl%2fresource%2f560%2f02%2f" style="color: #669999; font-family: 'Trebuchet MS', Arial, Helvetica, sans-serif; font-size: 15px; font-weight: bold;" target="_blank">http://owl.english.purdue.edu/owl/resource/560/02/</a><br />
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See: "short quotations" and "long quotations" and "summary or paraphrase."<br />
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Late Work</h2>
Regular, timely feedback to classmates via the Discussion Board makes this class vital, and prompt submission of assignments for assessment allows the instructor to give you the guidance you deserve to receive. Due dates for each module are published on the course calendar at the start of the class. Work turned in by midnight on the due date will be considered on time and will receive full credit.<br />
<br />
Life can bring emergencies which may prevent timely submission of assignments. If you have an emergency which interferes with your coursework contact the instructor as soon as possible. Emergencies are defined as serious events which are not planned. Emergencies cannot be written on the calendar in advance. Examples of emergencies are heart attacks, car accidents, serious health crises of the student or in the student's immediate family. Examples of non-emergencies are family weddings, vacations, or any other event which can be planned around. If the family calendar looks busy at a particular time, plan to work ahead on your coursework.<br />
<br />
Excused Makeup Work - If the late submission has been requested and approved in advance of the due date, there will be no deduction of points from the grade. An email to the instructor requesting an extension of the due date must be sent. The instructor will inform you if late submission will be allowed.<br />
<br />
Unless previously excused by the instructor, work that is submitted after the close of a module will be penalized 10%. In other words, you need to be on time to earn 100%. You will only one week to make up late work. Late work will not be accepted after one week unless previously approved by the instructor.<br />
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Please contact the instructor if you have any questions about the late policy.<br />
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Accommodations</h2>
If you believe the course requirements create a conflict with your observance of religious holidays, please notify the instructor within the first two weeks of the semester so that appropriate alternative options can be arranged.<br />
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Accessibility</h2>
UW-Stout strives for an inclusive learning environment. If you anticipate or experience any barriers related to the format or requirements of this course please contact the instructor to discuss ways to ensure full access. If you determine that additional disability-related accommodations are necessary please contact the Disability Services office for assistance 715-232-2995 or contact the staff via email at this website:<a href="http://www.uwstout.edu/services/disability/contact.cfm" style="color: #669999; font-family: 'Trebuchet MS', Arial, Helvetica, sans-serif; font-size: 15px; font-weight: bold;">http://www.uwstout.edu/services/disability/contact.cfm</a><br />
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Academic Dishonesty</h2>
"Students are responsible for the honest completion and representation of their work, for the appropriate citation of sources, and for respect of others' academic endeavors. Students who violate these standards must be confronted and must accept the consequences of their actions."<br />
Definitions of academic dishonesty as provided by the National Association of Student Personnel Administrators include:<br />
<ul type="disc">
<li style="margin-left: 15px; margin-top: 0.5em;">Cheating — The use or attempted use of unauthorized materials, information, or study aids in any academic exercise.</li>
<li style="margin-left: 15px; margin-top: 0.5em;">Plagiarism — The use of others' ideas and words without a clear acknowledgement of the source.</li>
<li style="margin-left: 15px; margin-top: 0.5em;">Fabrication — The intentional and unauthorized falsification or invention of any information or citation in any academic exercise.</li>
<li style="margin-left: 15px; margin-top: 0.5em;">Assisting — The facilitation or assistance in academic dishonesty.</li>
</ul>
UW-Stout also considers academic dishonesty to include forgery of academic documents, or intentionally impeding or damaging the academic work of others.<br />
Academic misconduct in the University of Wisconsin System is defined by UWS Chapter 14. "Student Academic Misconduct / Disciplinary Procedures - UWS," Ch. 14.Â<br />
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Technology Requirements and Assistance</h2>
Complete the system checkup on this website –<a href="https://uwstout.courses.wisconsin.edu/" style="color: #669999; font-family: 'Trebuchet MS', Arial, Helvetica, sans-serif; font-size: 15px; font-weight: bold;">https://uwstout.courses.wisconsin.edu/</a> – by clicking on the link that says:<strong style="font-family: Arial, Helvetica, sans-serif; font-size: 15px;">Check your system</strong>.<br />
<br />
For help with your university email account, password, and login process:<a href="http://helpdesk.uwstout.edu/" style="color: #669999; font-family: 'Trebuchet MS', Arial, Helvetica, sans-serif; font-size: 15px; font-weight: bold;">http://helpdesk.uwstout.edu</a><br />
<br />
<span class="step_header" style="color: #000066; font-family: "trebuchet ms" , "arial" , "helvetica" , sans-serif; font-weight: bold;">Madison Help Desk</span>If you have any questions about these preferences, please call the Madison Help Desk at one of the numbers listed below and indicate that you are a UW-Stout student needing help with Learn@UW-Stout. Help is available 7 days a week.<br />
<ul>
<li style="margin-left: 15px; margin-top: 0.5em;">1-888-435-7589 select option 3<br /><br />or</li>
<li style="margin-left: 15px; margin-top: 0.5em;">1-608-264-4357 select option 3</li>
</ul>
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Problems with Email</h3>
<span class="step_header" style="color: #000066; font-family: "trebuchet ms" , "arial" , "helvetica" , sans-serif; font-weight: bold;">Ask5000 Help Desk</span><br />
Call 715-232-5000 for technical assistance such as forgotten passwords, email, storage, and problems logging in to Access Stout to view tuition billing or final grades.<br />
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Library Services</h2>
To access UW - Stout's Library Services visit <a href="http://www.uwstout.edu/lib/" style="color: #669999; font-family: 'Trebuchet MS', Arial, Helvetica, sans-serif; font-size: 15px; font-weight: bold;">http://www.uwstout.edu/lib/</a>. In addition to traditional and online services, the library maintains many helpful videos on searching and use of the online research tools.<br />
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<tr><td colspan="3" style="font-size: 16px;">© Copyright 2015. All rights reserved.<br />
Credits: Logo design by Carlo Vergara<br />
Last Updated: Friday, September 26, 2014<br />
http://www2.uwstout.edu/content/profdev/traits</td></tr>
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<img id="hzDownscaled" style="font-family: Georgia, 'Times New Roman', Times, serif; font-size: 16px; position: absolute; top: -10000px;" /><div class="blogger-post-footer">6-Traits Resources</div>wiredinstructorhttp://www.blogger.com/profile/07221464821539727027noreply@blogger.com0tag:blogger.com,1999:blog-3151189426584173085.post-46319936551365914362015-02-24T07:42:00.000-08:002015-02-24T07:49:11.988-08:006-Traits Online: Syllabus<center style="font-family: Georgia, 'Times New Roman', Times, serif; font-size: 16px;">
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<a href="http://3.bp.blogspot.com/-qe7jS4ZUz4U/SqxqHuIzALI/AAAAAAAAByI/6Ce7wvE14PU/s1600/traits-logo.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="http://3.bp.blogspot.com/-qe7jS4ZUz4U/SqxqHuIzALI/AAAAAAAAByI/6Ce7wvE14PU/s1600/traits-logo.jpg" /></a></div>
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<tr><td style="font-size: 16px;" width="12"></td><td style="font-size: 16px;" width="598"><div class="module_title" style="color: #006699; font-family: Arial; font-size: 19px; font-weight: bold;">
EDUC 653 Middle School through Adult 6-Traits Writing Instruction<br />
<span class="module_title">3 credits</span></div>
<div class="emphasis" style="font-family: Arial, Helvetica, sans-serif; font-size: 15px; font-weight: bold;">
Course Author: Dennis O'Connor</div>
<a href="http://www.uwstout.edu/soe/NCATE.cfm" style="clear: left; color: #669999; float: left; font-family: 'Trebuchet MS', Arial, Helvetica, sans-serif; font-size: 15px; font-weight: bold; margin-bottom: 1em; margin-right: 1em;"><img alt="NCATE logo" border="0" src="http://www2.uwstout.edu/content/profdev/images/ncatelogoweb_3.gif" height="62" width="177" /></a><br />
<img align="right" alt="Renee Williams" height="113" src="https://www2.uwstout.edu/content/profdev/traits/images/Renee_Williams.jpg" width="100" /><br />
<table border="0" style="width: 283px;"><tbody>
<tr><td class="emphasis" style="font-family: Arial, Helvetica, sans-serif; font-size: 15px; font-weight: bold;" width="93"><strong>Instructor:</strong></td><td style="font-size: 16px;" width="184">Renee Williams</td></tr>
<tr><td class="emphasis" style="font-family: Arial, Helvetica, sans-serif; font-size: 15px; font-weight: bold;"><strong>Telephone: </strong></td><td style="font-size: 16px;">971-4504572474</td></tr>
<tr><td class="emphasis" style="font-family: Arial, Helvetica, sans-serif; font-size: 15px; font-weight: bold;"><strong>E-mail:</strong></td><td style="font-size: 16px;"><a href="mailto:williamsr@uwstout.edu" style="color: #669999; font-family: 'Trebuchet MS', Arial, Helvetica, sans-serif; font-size: 15px; font-weight: bold;">williamsr@uwstout.edu</a></td></tr>
<tr><td colspan="2" style="font-size: 16px;">Office appointment calls available via Skype: renwill11 in Dubai, U.A.E.<br />
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<h3>
<a href="http://www.uwstout.edu/soe/profdev/traits.cfm">Tuition & Registration Information</a></h3>
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<br />Course Description</h2>
Concepts, instructional methods and assessment strategies for improving writing instruction, middle school through post-secondary. Self-assessment strategies, application of 6-traits, technology and software applications, and writing across the curriculum.<br />
This class will focus on how to apply the Northwest Regional Educational Laboratory's 6+1 Traits™ model to the process of teaching and evaluating writing.<br />
The course activities will investigate the vocabulary, concepts, and application of writing traits to classroom instruction and student assessment. Take a few moments to review the class objectives.<br />
Each module is structured around an Introduction, Readings, Lecture, Activities, an Activity Checklist, and Discussion Forum.<br />
You will work individually and as part of a community to practice and refine your assessment skills. You will score a variety of demonstration papers, discuss your rationale with online colleagues, discover a variety of classroom strategies for teaching the traits, and share your own teaching methods.<br />
While online education is highly flexible and designed to meet your schedule, you will need to set and meet deadlines as part of your weekly assignments and collaborative work. Additionally, your colleagues will depend on you for timely feedback as you work together to deepen and clarify essential concepts.<br />
<h2 style="color: #003366; font-family: 'Trebuchet MS', Arial, sans-serif; font-size: 19px; margin-bottom: 15px; margin-top: 0px; padding-top: 0px;">
Free e-Textbook</h2>
Spandel, Vicki. (2012). <a href="http://www.amazon.com/Creating-Writers-Workshop-Literature-Revisers/dp/0132944103/ref=tmm_pap_title_0?ie=UTF8&qid=1390248487&sr=1-1" style="color: #669999; font-family: 'Trebuchet MS', Arial, Helvetica, sans-serif; font-size: 15px; font-weight: bold;">Creating Writers: 6 Traits, Process, Workshop, and </a> <a href="http://www.amazon.com/Creating-Writers-Workshop-Literature-Revisers/dp/0132944103/ref=tmm_pap_title_0?ie=UTF8&qid=1390248487&sr=1-1" style="color: #669999; font-family: 'Trebuchet MS', Arial, Helvetica, sans-serif; font-size: 15px; font-weight: bold;">Literature </a>(6th Edition). Pearson. ISBN: 978-0132944106<br />
Additional reading materials will be included as e-mail mini-lectures or references on the WWW.<br />
When you log into the course, you will access the e-textbook to read online from your tablet, laptop or desktop. The e-textbook software is compatible with an iPad, Kindle Fire or fully Internet-capable device. It is not compatible with a Kindle Reader.<br />
You can highlight info and organize info in the e-book (i.e. adding a note stating something like "reference in my discussion posting") and print only what you want for use as a study guide. You may share notes and highlighting with peers in the class. Printing of the entire textbook is allowed for your personal professional use.<br />
<span class="step_header" style="color: #000066; font-weight: bold;">e-Textbook Tutorial</span><a href="http://www.uwstout.edu/textbooks/upload/engage-help.pdf" style="color: #669999; font-family: 'Trebuchet MS', Arial, Helvetica, sans-serif; font-size: 15px; font-weight: bold;">http://www.uwstout.edu/textbooks/upload/engage-help.pdf</a><br />
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University Email</h2>
Checking your university email daily is recommended.<br />
<span class="step_header" style="color: #000066; font-weight: bold;">Mobile Phone Access to Your Email</span>You may configure your mobile device to receive your university email automatically. Directions are provided at:<a href="http://helpdesk.uwstout.edu/kb/resolution.asp?q_id=262" style="color: #669999; font-family: 'Trebuchet MS', Arial, Helvetica, sans-serif; font-size: 15px; font-weight: bold;">http://helpdesk.uwstout.edu/kb/resolution.asp?q_id=262</a><br />
Click on the appropriate link for directions that match your device.<br />
If you need assistance, please call 715-232-5000.<br />
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Objectives</h2>
<ol>
<li style="margin-left: 15px; margin-top: 0.5em;">Articulate an understanding of the historical foundations of the 6-traits writing movement and its relevance to classroom instruction.</li>
<li style="margin-left: 15px; margin-top: 0.5em;">Analyze writing samples based on the critical attributes of each trait.</li>
<li style="margin-left: 15px; margin-top: 0.5em;">Apply a variety of composing and revision techniques used in the writing process.</li>
<li style="margin-left: 15px; margin-top: 0.5em;">Apply the 6-traits rubrics to analytically score writing samples and describe reasoning behind scoring decisions based on the point scale rubrics of the Northwest Regional Educational Laboratory (NWREL) and the Oregon Public Education Network (O.P.E.N.).</li>
<li style="margin-left: 15px; margin-top: 0.5em;">Utilize online databases to practice analytical scoring for each of the 6-traits.</li>
<li style="margin-left: 15px; margin-top: 0.5em;">Demonstrate effective strategies for teaching writing and differentiate 6-traits instruction based on a wide range of academic diversity including English language learners and special needs students.</li>
<li style="margin-left: 15px; margin-top: 0.5em;">Redesign current writing lessons and integrate the 6-traits approach with developmentally appropriate learning activities.</li>
<li style="margin-left: 15px; margin-top: 0.5em;">Analyze the impact of standardized testing on writing instruction and how 6-traits assessments prepare students for Common Core state and national writing tests.</li>
<li style="margin-left: 15px; margin-top: 0.5em;">Apply collaborative learning theory, model the technique with writing classes, and demonstrate the use of technology such as discussion forums, online writing centers, blogs and wikis for writing assignments.</li>
<li style="margin-left: 15px; margin-top: 0.5em;">Increase the frequency of student writing and strategic integration of carefully designed writing tasks in different subject area curriculum.</li>
<li style="margin-left: 15px; margin-top: 0.5em;">Write reflectively about the themes, topics, and issues involved in teaching with the 6-traits.</li>
<li style="margin-left: 15px; margin-top: 0.5em;">Synthesize current research, contemporary theories, teaching strategies, and instructional technology to teach writing in content areas.</li>
</ol>
By the end of the course participants will be able to efficiently assess student writing using the 6+1 Traits™ model. Participants will have shared effective methods for teaching each trait. Finally, participants will publish an original student sample, complete with 6-traits scores and rationales.<br />
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Assignment Due Dates</h2>
Review the <a href="https://www2.uwstout.edu/content/profdev/traits/calendar.html" style="color: #669999; font-family: 'Trebuchet MS', Arial, Helvetica, sans-serif; font-size: 15px; font-weight: bold;">Course Calendar</a>. A link is available on each course content page.<br />
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Instructor-Student Communication</h2>
The primary methods for communicating with students will be via...<br />
<ul>
<li style="margin-left: 15px; margin-top: 0.5em;"><span class="emphasis" style="font-size: 15px; font-weight: bold;">Course News</span>Updates, instructions, advice, and tips will be posted in the Course News. Remember to check it each time you login to your course. Please log in at least four times a week.</li>
<li style="margin-left: 15px; margin-top: 0.5em;"><strong style="font-family: Arial, Helvetica, sans-serif; font-size: 15px;">Discussion</strong>Check the Discussion Board posts and responses regularly and remember that your level of Discussion Board participation and your discussion summary will be factored into your grade.</li>
<li style="margin-left: 15px; margin-top: 0.5em;"><strong style="font-family: Arial, Helvetica, sans-serif; font-size: 15px;">Your UW-Stout Email Account</strong><br />Check the university email at least every other day. Daily is better. No course communication will be sent to your home/work personal email accounts.</li>
</ul>
As we complete each activity, you are encouraged to share your discoveries and successes with other participants and collaborate during team problem-solving. Participants may share drafts of works-in-progress for peer feedback and discuss ideas and suggestions before submitting the final project.<br />
Each participant brings unique needs and resources to the group. Our sharing will provide a broader base of experience as we discover the solutions to each other's design needs and challenges.<br />
Since our diverse groups are usually in many different time zones feel free to use the following aids to determine what time it is in your classmates' countries and/or cities. This will help when setting up real-time chats with your learning partner during collaborative projects.<br />
<a href="http://www.timeanddate.com/worldclock/" style="color: #669999; font-family: 'Trebuchet MS', Arial, Helvetica, sans-serif; font-size: 15px; font-weight: bold;">The World Clock - Time Zones</a><br />
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Evaluation</h2>
Your final grade will be based on:<br />
<blockquote>
40% - Satisfactory completion of module activities20% - Final Project<br />
20% - Online Discussion (postings to <strong style="font-family: Arial, Helvetica, sans-serif; font-size: 15px;">Discussion Forum</strong>)<br />
20% - Self-reflection</blockquote>
<span style="font-size: small;">Your projects will be evaluated using standards listed on the module rubrics or checklists.</span><br />
<blockquote>
A -- Exceeds the standardB -- Proficient demonstration of the standard<br />
I -- Incomplete demonstration of the standard (Work must be resubmitted.)</blockquote>
<a href="http://www2.uwstout.edu/content/profdev/rubrics/discuss_etiquette.html" style="color: #669999; font-family: 'Trebuchet MS', Arial, Helvetica, sans-serif; font-size: 15px; font-weight: bold;" target="_blank">Discussion Board Etiquette</a> (Please Read!)<br />
Evaluation of your <strong style="font-family: Arial, Helvetica, sans-serif; font-size: 15px;">Discussion Forum</strong> participation is cumulative and subjective based on notes that the facilitator records each week. Always feel free to e-mail your facilitator for help in upgrading your participation in the <strong style="font-family: Arial, Helvetica, sans-serif; font-size: 15px;">Discussion Forum</strong>.<br />
<blockquote>
<strong style="font-family: Arial, Helvetica, sans-serif; font-size: 15px;">Exemplary</strong> indicates you participated above the minimum level in both quantity and clarity of communication in your <strong style="font-family: Arial, Helvetica, sans-serif; font-size: 15px;">Discussion Forum</strong> postings.<br />
<strong style="font-family: Arial, Helvetica, sans-serif; font-size: 15px;">Proficient</strong> indicates you met the minimum requirement. Discussion postings are timely, relevant and include some feedback about the readings and responds to others' comments in the discussions<br />
<strong style="font-family: Arial, Helvetica, sans-serif; font-size: 15px;">Partially Proficient </strong>Discussion postings are too few in number, or too trivial to fully meet the requirement. For example, most of the postings are "I think so too" or "I disagree", but lack any argument that adds to the discussion or includes excessive quoting from the material without any real supporting evidence of how the topic might integrate with their classroom teaching.<br />
<strong style="font-family: Arial, Helvetica, sans-serif; font-size: 15px;">Incomplete</strong> indicates you consistently contributed below the minimum two messages per week or contributions were merely perfunctory ("I agree with so and so.") or unclear.</blockquote>
<a href="http://wiredinstructor.org/traits/discussion_criteria.html" style="color: #669999; font-family: 'Trebuchet MS', Arial, Helvetica, sans-serif; font-size: 15px; font-weight: bold;">Discussion Rubric</a><br />
Reflections will be evaluated for clarity and your understanding of the readings and activities.<br />
Any time that you want to ask about your progress, send an email directly to your facilitator.<br />
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Grading Scale</h3>
<table border="0" style="width: 210px;"><tbody>
<tr><td style="font-size: 16px;" width="73"></td><td style="font-size: 16px;" width="25">A</td><td align="right" style="font-size: 16px;" width="76">100-94</td></tr>
<tr><td style="font-size: 16px;"></td><td style="font-size: 16px;">A-</td><td align="right" style="font-size: 16px;">93-91</td></tr>
<tr><td style="font-size: 16px;"></td><td style="font-size: 16px;">B+</td><td align="right" style="font-size: 16px;">90-88</td></tr>
<tr><td style="font-size: 16px;"></td><td style="font-size: 16px;">B</td><td align="right" style="font-size: 16px;">87-84</td></tr>
<tr><td style="font-size: 16px;"></td><td style="font-size: 16px;">B-</td><td align="right" style="font-size: 16px;">83-81</td></tr>
<tr><td style="font-size: 16px;"></td><td style="font-size: 16px;">C+</td><td align="right" style="font-size: 16px;">80-78</td></tr>
<tr><td style="font-size: 16px;"></td><td style="font-size: 16px;">C</td><td align="right" style="font-size: 16px;">77-74</td></tr>
<tr><td style="font-size: 16px;"></td><td style="font-size: 16px;">F</td><td align="right" style="font-size: 16px;">73 or below</td></tr>
</tbody></table>
<div style="font-family: 'Times New Roman', Times, serif; font-size: medium;">
To maintain Full Academic Standing, a cumulative GPA of 3.0 is required for graduate students.</div>
<div style="font-family: 'Times New Roman', Times, serif; font-size: medium;">
<a href="http://www.uwstout.edu/grad/upload/Graduate-School-Policies.pdf" style="color: #660066; font-family: 'Trebuchet MS', Arial, Helvetica, sans-serif; font-size: 15px; font-weight: bold;">http://www.uwstout.edu/grad/upload/Graduate-School-Policies.pdf</a></div>
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Course Outline</h2>
<ol>
<li style="margin-left: 15px; margin-top: 0.5em;"><strong style="font-family: Arial, Helvetica, sans-serif; font-size: 15px;">Getting Started With Traits</strong>Introductions, Community, The 6-Traits Theory, Historical Foundations, The Writing Process, Coaching Students Trait by Trait</li>
<li style="margin-left: 15px; margin-top: 0.5em;"><strong style="font-family: Arial, Helvetica, sans-serif; font-size: 15px;">Trait: Voice</strong><br />Finding the Courage to Speak from the Heart, Teaching students to be assessors, Composing and revision in the writing process, Teaching strategies, Voice and informational writing, Books for teaching Voice, Six point writing guide</li>
<li style="margin-left: 15px; margin-top: 0.5em;"><strong style="font-family: Arial, Helvetica, sans-serif; font-size: 15px;">Trait: Ideas and Content</strong><br />Generating Great Ideas, Ideas defined, Lessons and strategies for Ideas, Practice papers for Ideas, Ideas sample rubrics, Three level writing guide, Timeline/revision checklist for Ideas, Ideas and informational writing, Prewriting activities, Ideas as a foundation for meaning, Books for teaching Ideas</li>
<li style="margin-left: 15px; margin-top: 0.5em;"><strong style="font-family: Arial, Helvetica, sans-serif; font-size: 15px;">Trait: Organization</strong><br />Techniques and Tips for Structuring Student Writing, Organization defined, Timeline/checklist for Organization, Teaching of Organization, Books for teaching Organization, Practice papers for Organization, Focused lessons for Organization, Three level writing guide, Six point writing guide</li>
<li style="margin-left: 15px; margin-top: 0.5em;"><strong style="font-family: Arial, Helvetica, sans-serif; font-size: 15px;">Trait: Word Choice</strong><br />Developing Descriptive Vocabulary to 'Show' What You Know, Word choice defined, Timeline/checklist for Word Choice, Teaching Word Choice, Books for Teaching Word Choice, Six point writing guide, Practice papers for Word Choice, Focused lessons for Word Choice, Informational writing guide</li>
<li style="margin-left: 15px; margin-top: 0.5em;"><strong style="font-family: Arial, Helvetica, sans-serif; font-size: 15px;">Trait: Sentence Fluency</strong><br />Developing Rhythm, Sentence Fluency defined, Teaching strategies, Teaching Sentence Fluency, Books for Teaching Sentence Fluency, Practice papers for Sentence Fluency, Focused lessons for Sentence Fluency</li>
<li style="margin-left: 15px; margin-top: 0.5em;"><strong style="font-family: Arial, Helvetica, sans-serif; font-size: 15px;">Trait: Conventions</strong><br />Conventions - Editing, Not Correcting / Assessments & Grading, Conventions defined, Timeline/checklist for Conventions, Books for teaching Conventions, Teaching Conventions, Scoring for Conventions, Practice papers for Conventions, Focused lessons for Conventions, Six-trait rubric</li>
<li style="margin-left: 15px; margin-top: 0.5em;"><strong style="font-family: Arial, Helvetica, sans-serif; font-size: 15px;">Practical Applications of the 6-Traits in Writing Across the Curriculum</strong><br />Use of technology for collaborative writing and editing in the classroom, Writers workshops in the disciplines and across the curriculum, Writing and the discipline areas, Understanding the role of audience, Modes of writing and the content areas</li>
<li style="margin-left: 15px; margin-top: 0.5em;"><strong style="font-family: Arial, Helvetica, sans-serif; font-size: 15px;">The Assessment Roundtable</strong>Bringing It All Together<br />Assessing middle school, high school and community college writers, Communicating with students, Expanding the vision of 6-traits and the writing process in the classroom</li>
</ol>
<h2 style="color: #003366; font-family: 'Trebuchet MS', Arial, sans-serif; font-size: 19px; margin-bottom: 15px; margin-top: 0px; padding-top: 0px;">
Participation and Collaboration</h2>
Participants will:<br />
<ul>
<li style="margin-left: 15px; margin-top: 0.5em;">Exchange posts with their colleagues and participate in discussions using a <strong style="font-family: Arial, Helvetica, sans-serif; font-size: 15px;">Discussion Forum</strong></li>
<li style="margin-left: 15px; margin-top: 0.5em;">Review and discuss online and text based reading materials</li>
<li style="margin-left: 15px; margin-top: 0.5em;">Use online examples to practice score each trait</li>
<li style="margin-left: 15px; margin-top: 0.5em;">Score demonstration papers using the rubric and discuss assessment rationale</li>
<li style="margin-left: 15px; margin-top: 0.5em;">Develop and score an original student sample for all traits.</li>
</ul>
You will be able to customize activities to your specific teaching responsibilities and needs.<br />
<div class="topics" style="color: #003366; font-family: 'Trebuchet MS', Arial, Helvetica, sans-serif; font-size: 18px; font-weight: bold;">
Citations</div>
No more that 10% of a discussion posting or paper may be directly quoted.<br />
Tips for documenting direct quotes in a discussion posting or paper:<a href="http://www2.uwstout.edu/content/profdev/idtrends/redir.aspx?C=2d94fd57810f4c42be363a34ed520489&URL=http%3a%2f%2fowl.english.purdue.edu%2fowl%2fresource%2f560%2f02%2f" style="color: #669999; font-family: 'Trebuchet MS', Arial, Helvetica, sans-serif; font-size: 15px; font-weight: bold;" target="_blank">http://owl.english.purdue.edu/owl/resource/560/02/</a><br />
See: "short quotations" and "long quotations" and "summary or paraphrase."<br />
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Late Work</h2>
Regular, timely feedback to classmates via the Discussion Board makes this class vital, and prompt submission of assignments for assessment allows the instructor to give you the guidance you deserve to receive. Due dates for each module are published on the course calendar at the start of the class. Work turned in by midnight on the due date will be considered on time and will receive full credit.<br />
Life can bring emergencies which may prevent timely submission of assignments. If you have an emergency which interferes with your coursework contact the instructor as soon as possible. Emergencies are defined as serious events which are not planned. Emergencies cannot be written on the calendar in advance. Examples of emergencies are heart attacks, car accidents, serious health crises of the student or in the student's immediate family. Examples of non-emergencies are family weddings, vacations, or any other event which can be planned around. If the family calendar looks busy at a particular time, plan to work ahead on your coursework.<br />
Excused Makeup Work - If the late submission has been requested and approved in advance of the due date, there will be no deduction of points from the grade. An email to the instructor requesting an extension of the due date must be sent. The instructor will inform you if late submission will be allowed.<br />
Unless previously excused by the instructor, work that is submitted after the close of a module will be penalized 10%. In other words, you need to be on time to earn 100%. You will only one week to make up late work. Late work will not be accepted after one week unless previously approved by the instructor.<br />
Please contact the instructor if you have any questions about the late policy.<br />
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Accommodations</h2>
If you believe the course requirements create a conflict with your observance of religious holidays, please notify the instructor within the first two weeks of the semester so that appropriate alternative options can be arranged.<br />
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Accessibility</h2>
UW-Stout strives for an inclusive learning environment. If you anticipate or experience any barriers related to the format or requirements of this course please contact the instructor to discuss ways to ensure full access. If you determine that additional disability-related accommodations are necessary please contact the Disability Services office for assistance 715-232-2995 or contact the staff via email at this website:<a href="http://www.uwstout.edu/services/disability/contact.cfm" style="color: #669999; font-family: 'Trebuchet MS', Arial, Helvetica, sans-serif; font-size: 15px; font-weight: bold;">http://www.uwstout.edu/services/disability/contact.cfm</a><br />
<h2 style="color: #003366; font-family: 'Trebuchet MS', Arial, sans-serif; font-size: 19px; margin-bottom: 15px; margin-top: 0px; padding-top: 0px;">
Academic Dishonesty</h2>
"Students are responsible for the honest completion and representation of their work, for the appropriate citation of sources, and for respect of others' academic endeavors. Students who violate these standards must be confronted and must accept the consequences of their actions."<br />
Definitions of academic dishonesty as provided by the National Association of Student Personnel Administrators include:<br />
<ul type="disc">
<li style="margin-left: 15px; margin-top: 0.5em;">Cheating — The use or attempted use of unauthorized materials, information, or study aids in any academic exercise.</li>
<li style="margin-left: 15px; margin-top: 0.5em;">Plagiarism — The use of others' ideas and words without a clear acknowledgement of the source.</li>
<li style="margin-left: 15px; margin-top: 0.5em;">Fabrication — The intentional and unauthorized falsification or invention of any information or citation in any academic exercise.</li>
<li style="margin-left: 15px; margin-top: 0.5em;">Assisting — The facilitation or assistance in academic dishonesty.</li>
</ul>
UW-Stout also considers academic dishonesty to include forgery of academic documents, or intentionally impeding or damaging the academic work of others.<br />
Academic misconduct in the University of Wisconsin System is defined by UWS Chapter 14. "Student Academic Misconduct / Disciplinary Procedures - UWS," Ch. 14.Â<br />
<h2 style="color: #003366; font-family: 'Trebuchet MS', Arial, sans-serif; font-size: 19px; margin-bottom: 15px; margin-top: 0px; padding-top: 0px;">
Technology Requirements and Assistance</h2>
Complete the system checkup on this website –<a href="https://uwstout.courses.wisconsin.edu/" style="color: #669999; font-family: 'Trebuchet MS', Arial, Helvetica, sans-serif; font-size: 15px; font-weight: bold;">https://uwstout.courses.wisconsin.edu/</a> – by clicking on the link that says:<strong style="font-family: Arial, Helvetica, sans-serif; font-size: 15px;">Check your system</strong>.<br />
For help with your university email account, password, and login process:<a href="http://helpdesk.uwstout.edu/" style="color: #669999; font-family: 'Trebuchet MS', Arial, Helvetica, sans-serif; font-size: 15px; font-weight: bold;">http://helpdesk.uwstout.edu</a><br />
<span class="step_header" style="color: #000066; font-weight: bold;">Madison Help Desk</span>If you have any questions about these preferences, please call the Madison Help Desk at one of the numbers listed below and indicate that you are a UW-Stout student needing help with Learn@UW-Stout. Help is available 7 days a week.<br />
<ul>
<li style="margin-left: 15px; margin-top: 0.5em;">1-888-435-7589 select option 3<br /><br />or</li>
<li style="margin-left: 15px; margin-top: 0.5em;">1-608-264-4357 select option 3</li>
</ul>
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Problems with Email</h3>
<span class="step_header" style="color: #000066; font-weight: bold;">Ask5000 Help Desk</span><br />
Call 715-232-5000 for technical assistance such as forgotten passwords, email, storage, and problems logging in to Access Stout to view tuition billing or final grades.<br />
<h2 style="color: #003366; font-family: 'Trebuchet MS', Arial, sans-serif; font-size: 19px; margin-bottom: 15px; margin-top: 0px; padding-top: 0px;">
Library Services</h2>
To access UW - Stout's Library Services visit <a href="http://www.uwstout.edu/lib/" style="color: #669999; font-family: 'Trebuchet MS', Arial, Helvetica, sans-serif; font-size: 15px; font-weight: bold;">http://www.uwstout.edu/lib/</a>. In addition to traditional and online services, the library maintains many helpful videos on searching and use of the online research tools.<br />
<hr class="module_title" size="3" style="color: #006699; font-family: Arial; font-size: 19px; font-weight: bold;" />
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<tr><td colspan="3" style="font-size: 16px;">© Copyright 2015. All rights reserved.<br />
Credits: Logo design by Carlo Vergara<br />
Last Updated: Friday, September 26, 2014<br />
http://www2.uwstout.edu/content/profdev/traits</td></tr>
</tbody></table>
</center>
<img id="hzDownscaled" src="" style="font-family: Georgia, 'Times New Roman', Times, serif; font-size: 16px; position: absolute; top: -10000px;" /><div class="blogger-post-footer">6-Traits Resources</div>wiredinstructorhttp://www.blogger.com/profile/07221464821539727027noreply@blogger.com0tag:blogger.com,1999:blog-3151189426584173085.post-81180026767668579672015-01-11T22:14:00.000-08:002015-01-11T22:14:00.070-08:00Primary Sentence Fluency & Reader's TheaterClass comments from Kathy:<br />
<br />
I was excited to see the example in the book that described a good way to begin teaching varying sentences was to model. That is exactly what I did with my class last year when I dabbled in teaching sentence fluency. I wrote a story similar to the boring beach story in the book. Mine was about playing at the park. I started every sentence with we and the sentences were short and simple. Then next to it I had a story with descriptive words, varied sentence lengths and different words starting the sentences. I started by asking which one was more enjoyable to listen to. They were able to respond correctly and talk about what made it more interesting to listen to. We then focused on the poorly written park story and how we could rewrite it to make it have more sentence fluency. We never got past the modeling and shared writing portion of this because the school year ended. I am excited to try some more of the ideas in Spandels's book this year. <br />
<br />
Three times a week we work on fluency in our reading. A lot of this is done with reader's theater. This is a great way for students to work on their fluency and expression. Tying some of these writing ideas to their reading fluency will truly help them make the connection between reading and writing. Might be fun to give them a reader's theater written simply with no sentence fluency. Then with their partners or groups, have them rewrite their parts with sentence fluency. Then they can present the revised reader's theater to the class. <br />
<br />
I think I will bundle this trait with word choice. Part of what makes a sentence fluent is choosing the right words. <br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjquEVcLG8Ff1EIEXvX3VOyZht7FdhpI4ZGgIdOqcP9WlXRoxzU90mvTEtumAzB32YGLrRM7SlbjD1jWv1b6YgKrBVbUnVupQgcBb7od0a3ZmVOuWsYod_B_LtFcuj0PcIfE7eMVY6-lJI_/s1600/readers-theater.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjquEVcLG8Ff1EIEXvX3VOyZht7FdhpI4ZGgIdOqcP9WlXRoxzU90mvTEtumAzB32YGLrRM7SlbjD1jWv1b6YgKrBVbUnVupQgcBb7od0a3ZmVOuWsYod_B_LtFcuj0PcIfE7eMVY6-lJI_/s400/readers-theater.jpg" height="297" width="400" /></a></div>
<br />
<br />
<span style="font-weight: bold;">Internet Resources for Conducting Readers Theater</span><br />
(From the International Reading Association.)<br />
<a href="http://www.readingonline.org/electronic/elec_index.asp?HREF=carrick/index.html">http://www.readingonline.org/electronic/elec_index.asp?HREF=carrick/index.html</a> <br />
<br />
<span style="font-weight: bold;">Reader’s Theater from the ProTeacher’s Archive</span><br />
Lots of lesson plans and links to materials. <br />
<a href="http://www.proteacher.com/070173.shtml">http://www.proteacher.com/070173.shtml</a><br />
<br />
<b>Reader's Theater Lesson Plans (Grades 3-5)</b><br />
4 60 minute lessons by <a class="arrow-lg boldit" href="http://www.readwritethink.org/about/bio/laurie-henry-48.html" style="background-attachment: initial; background-clip: initial; background-image: url(http://www.readwritethink.org/images/text-decoration-blue.gif); background-origin: initial; background-position: 0% 100%; background-repeat: repeat-x; background-size: initial; color: #3399aa; font-family: 'Trebuchet MS', Verdana, Arial, Helvetica, sans-serif; font-size: 14px; font-weight: bold; line-height: 18.2000007629395px; outline: 0px; padding: 0px 9px 0px 0px; text-decoration: none;">Laurie A. Henry, Ph.D.</a><br />
<div class="no-pad gray-6" style="background-color: white; border: 0px; color: #666666; font-family: 'Trebuchet MS', Verdana, Arial, Helvetica, sans-serif; font-size: 14px; line-height: 18.2000007629395px; padding: 0px;">
Lexington, Kentucky</div>
<a href="http://www.readwritethink.org/classroom-resources/lesson-plans/readers-theatre-172.html">http://www.readwritethink.org/classroom-resources/lesson-plans/readers-theatre-172.html</a><br />
<br />
<b>Reader's Theater Script</b>s<br />
<a href="http://www.teachingheart.net/readerstheater.htm">http://www.teachingheart.net/readerstheater.htm</a><br />
<br />
<iframe allowfullscreen="" frameborder="0" height="315" src="//www.youtube.com/embed/1uwHp4IrbxA?rel=0" width="560"></iframe>
<div class="blogger-post-footer">6-Traits Resources</div>wiredinstructorhttp://www.blogger.com/profile/07221464821539727027noreply@blogger.com0tag:blogger.com,1999:blog-3151189426584173085.post-50452746307927667682015-01-06T21:09:00.002-08:002015-02-24T07:46:10.572-08:00Teaching and Assessing Writing with the 6-Traits: Syllabus<center style="font-family: Georgia, 'Times New Roman', Times, serif; font-size: 16px;">
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<img alt="teaching and assessing writing with the 6 traits university of wisconsin stout" src="https://www2.uwstout.edu/content/profdev/traits/images/writing.jpg" title="" /></div>
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<tr><td style="font-size: 16px;" width="12"></td><td style="font-size: 16px;" width="598"><div class="module_title" style="color: #006699; font-family: Arial; font-size: 19px; font-weight: bold;">
EDUC 653 Middle School through Adult 6-Traits Writing Instruction<br />
<span class="module_title" style="font-size: 19px;">3 credits</span></div>
<div class="emphasis" style="font-family: Arial, Helvetica, sans-serif; font-size: 15px; font-weight: bold;">
Course Author: Dennis O'Connor<br />
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<a href="http://www.uwstout.edu/soe/NCATE.cfm" style="color: #669999; font-family: 'Trebuchet MS', Arial, Helvetica, sans-serif; font-size: 15px; font-weight: bold;"><img alt="NCATE logo" border="0" src="http://www2.uwstout.edu/content/profdev/images/ncatelogoweb_3.gif" height="62" width="177" /></a><br />
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<img align="right" alt="Renee Williams" height="113" src="https://www2.uwstout.edu/content/profdev/traits/images/Renee_Williams.jpg" width="100" /><br />
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<tr><td class="emphasis" style="font-family: Arial, Helvetica, sans-serif; font-size: 15px; font-weight: bold;" width="93"><strong style="font-size: 15px;">Instructor:</strong></td><td style="font-size: 16px;" width="184">Renee Williams</td></tr>
<tr><td class="emphasis" style="font-family: Arial, Helvetica, sans-serif; font-size: 15px; font-weight: bold;"><strong style="font-size: 15px;">Telephone: </strong></td><td style="font-size: 16px;">971-4504572474</td></tr>
<tr><td class="emphasis" style="font-family: Arial, Helvetica, sans-serif; font-size: 15px; font-weight: bold;"><strong style="font-size: 15px;">E-mail:</strong></td><td style="font-size: 16px;"><a href="mailto:williamsr@uwstout.edu" style="color: #669999; font-family: 'Trebuchet MS', Arial, Helvetica, sans-serif; font-size: 15px; font-weight: bold;">williamsr@uwstout.edu</a></td></tr>
<tr><td colspan="2" style="font-size: 16px;">Office appointment calls available via Skype: renwill11 in Dubai, U.A.E.</td></tr>
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<br />Course Description</h2>
Concepts, instructional methods and assessment strategies for improving writing instruction, middle school through post-secondary. Self-assessment strategies, application of 6-traits, technology and software applications, and writing across the curriculum.<br />
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This class will focus on how to apply the Northwest Regional Educational Laboratory's 6+1 Traits™ model to the process of teaching and evaluating writing.<br />
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The course activities will investigate the vocabulary, concepts, and application of writing traits to classroom instruction and student assessment. Take a few moments to review the class objectives.<br />
Each module is structured around an Introduction, Readings, Lecture, Activities, an Activity Checklist, and Discussion Forum.<br />
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You will work individually and as part of a community to practice and refine your assessment skills. You will score a variety of demonstration papers, discuss your rationale with online colleagues, discover a variety of classroom strategies for teaching the traits, and share your own teaching methods.<br />
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While online education is highly flexible and designed to meet your schedule, you will need to set and meet deadlines as part of your weekly assignments and collaborative work. Additionally, your colleagues will depend on you for timely feedback as you work together to deepen and clarify essential concepts.<br />
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Free e-Textbook</h2>
Spandel, Vicki. (2012). <a href="http://www.amazon.com/Creating-Writers-Workshop-Literature-Revisers/dp/0132944103/ref=tmm_pap_title_0?ie=UTF8&qid=1390248487&sr=1-1" style="color: #669999; font-family: 'Trebuchet MS', Arial, Helvetica, sans-serif; font-size: 15px; font-weight: bold;">Creating Writers: 6 Traits, Process, Workshop, and </a> <a href="http://www.amazon.com/Creating-Writers-Workshop-Literature-Revisers/dp/0132944103/ref=tmm_pap_title_0?ie=UTF8&qid=1390248487&sr=1-1" style="color: #669999; font-family: 'Trebuchet MS', Arial, Helvetica, sans-serif; font-size: 15px; font-weight: bold;">Literature </a>(6th Edition). Pearson. ISBN: 978-0132944106<br />
Additional reading materials will be included as e-mail mini lectures or references on the WWW.<br />
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When you log in to the course, you will access the e-textbook to read online from your tablet, laptop or desktop. The e-textbook software is compatible with an iPad, Kindle Fire or fully Internet-capable device. It is not compatible with a Kindle Reader.<br />
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You can highlight info and organize info in the e-book (i.e. adding a note stating something like "reference in my discussion posting") and print only what you want for use as a study guide. You may share notes and highlighting with peers in the class. Printing of the entire textbook is allowed for your personal professional use.<br />
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<span class="step_header" style="color: #000066; font-family: 'Trebuchet MS', Arial, Helvetica, sans-serif; font-weight: bold;">e-Textbook Tutorial</span><a href="http://www.uwstout.edu/textbooks/upload/engage-help.pdf" style="color: #669999; font-family: 'Trebuchet MS', Arial, Helvetica, sans-serif; font-size: 15px; font-weight: bold;">http://www.uwstout.edu/textbooks/upload/engage-help.pdf</a><br />
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University Email</h2>
Checking your university email daily is recommended.<br />
<span class="step_header" style="color: #000066; font-family: 'Trebuchet MS', Arial, Helvetica, sans-serif; font-weight: bold;">Mobile Phone Access to Your Email</span>You may configure your mobile device to receive your university email automatically. Directions are provided at:<a href="http://helpdesk.uwstout.edu/kb/resolution.asp?q_id=262" style="color: #669999; font-family: 'Trebuchet MS', Arial, Helvetica, sans-serif; font-size: 15px; font-weight: bold;">http://helpdesk.uwstout.edu/kb/resolution.asp?q_id=262</a><br />
Click on the appropriate link for directions that match your device.<br />
If you need assistance, please call 715-232-5000.<br />
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Objectives</h2>
<ol>
<li style="margin-left: 15px; margin-top: 0.5em;">Articulate an understanding of the historical foundations of the 6-traits writing movement and its relevance to classroom instruction.</li>
<li style="margin-left: 15px; margin-top: 0.5em;">Analyze writing samples based on the critical attributes of each trait.</li>
<li style="margin-left: 15px; margin-top: 0.5em;">Apply a variety of composing and revision techniques used in the writing process.</li>
<li style="margin-left: 15px; margin-top: 0.5em;">Apply the 6-traits rubrics to analytically score writing samples and describe reasoning behind scoring decisions based on the point scale rubrics of the Northwest Regional Educational Laboratory (NWREL) and the Oregon Public Education Network (O.P.E.N.).</li>
<li style="margin-left: 15px; margin-top: 0.5em;">Utilize online databases to practice analytical scoring for each of the 6-traits.</li>
<li style="margin-left: 15px; margin-top: 0.5em;">Demonstrate effective strategies for teaching writing and differentiate 6-traits instruction based on a wide range of academic diversity including English language learners and special needs students.</li>
<li style="margin-left: 15px; margin-top: 0.5em;">Redesign current writing lessons and integrate the 6-traits approach with developmentally appropriate learning activities.</li>
<li style="margin-left: 15px; margin-top: 0.5em;">Analyze the impact of standardized testing on writing instruction and how 6-traits assessments prepare students for Common Core state and national writing tests.</li>
<li style="margin-left: 15px; margin-top: 0.5em;">Apply collaborative learning theory, model the technique with writing classes, and demonstrate use of technology such as discussion forums, online writing centers, blogs and wikis for writing assignments.</li>
<li style="margin-left: 15px; margin-top: 0.5em;">Increase the frequency of student writing and strategic integration of carefully designed writing tasks in different subject area curriculum.</li>
<li style="margin-left: 15px; margin-top: 0.5em;">Write reflectively about the themes, topics, and issues involved in teaching with the 6-traits.</li>
<li style="margin-left: 15px; margin-top: 0.5em;">Synthesize current research, contemporary theories, teaching strategies, and instructional technology to teach writing in content areas.</li>
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By the end of the course participants will be able to efficiently assess student writing using the 6+1 Traits™ model. Participants will have shared effective methods for teaching each trait. Finally, participants will publish an original student sample, complete with 6-traits scores and rationales.<br />
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Assignment Due Dates</h2>
Review the <a href="https://www2.uwstout.edu/content/profdev/traits/calendar.html" style="color: #669999; font-family: 'Trebuchet MS', Arial, Helvetica, sans-serif; font-size: 15px; font-weight: bold;">Course Calendar</a>. A link is available on each course content page.<br />
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Instructor-Student Communication</h2>
The primary methods for communicating with students with be via...<br />
<ul>
<li style="margin-left: 15px; margin-top: 0.5em;"><span class="emphasis" style="font-family: Arial, Helvetica, sans-serif; font-size: 15px; font-weight: bold;">Course News</span>Updates, instructions, advice and tips will be posted in the Course News. Remember to check it each time you login to your course. Please log in at least four times a week.</li>
<li style="margin-left: 15px; margin-top: 0.5em;"><strong style="font-family: Arial, Helvetica, sans-serif; font-size: 15px;">Discussion</strong>Check the Discussion Board posts and responses regularly and remember that your level of Discussion Board participation and your discussion summary will be factored into your grade.</li>
<li style="margin-left: 15px; margin-top: 0.5em;"><strong style="font-family: Arial, Helvetica, sans-serif; font-size: 15px;">Your UW-Stout Email Account</strong><br />Check the university email at least every other day. Daily is better. No course communication will be sent to your home/work personal email accounts.</li>
</ul>
As we complete each activity, you are encouraged to share your discoveries and successes with other participants and collaborate during team problem-solving. Participants may share drafts of works-in-progress for peer feedback and discuss ideas and suggestions before submitting the final project.<br />
Each participant brings unique needs and resources to the group. Our sharing will provide a broader base of experience as we discover the solutions to each other's design needs and challenges.<br />
Since our diverse groups are usually in many different time zones feel free to use the following aids to determine what time it is in your classmates' countries and/or cities. This will help when setting up real-time chats with your learning partner during collaborative projects.<br />
<a href="http://www.timeanddate.com/worldclock/" style="color: #669999; font-family: 'Trebuchet MS', Arial, Helvetica, sans-serif; font-size: 15px; font-weight: bold;">The World Clock - Time Zones</a><br />
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Evaluation</h2>
Your final grade will be based on:<br />
<blockquote>
40% - Satisfactory completion of module activities20% - Final Project<br />
20% - Online Discussion (postings to <strong style="font-family: Arial, Helvetica, sans-serif; font-size: 15px;">Discussion Forum</strong>)<br />
20% - Self-reflection</blockquote>
<span style="font-family: 'Times New Roman'; font-size: small;">Your projects will be evaluated using standards listed on the module rubrics or checklists.</span><br />
<blockquote>
A -- Exceeds the standardB -- Proficient demonstration of the standard<br />
I -- Incomplete demonstration of the standard (Work must be resubmitted.)</blockquote>
<a href="http://www2.uwstout.edu/content/profdev/rubrics/discuss_etiquette.html" style="color: #669999; font-family: 'Trebuchet MS', Arial, Helvetica, sans-serif; font-size: 15px; font-weight: bold;" target="_blank">Discussion Board Etiquette</a> (Please Read!)<br />
Evaluation of your <strong style="font-family: Arial, Helvetica, sans-serif; font-size: 15px;">Discussion Forum</strong> participation is cumulative and subjective based on notes that the facilitator records each week. Always feel free to e-mail your facilitator for help in upgrading your participation in the <strong style="font-family: Arial, Helvetica, sans-serif; font-size: 15px;">Discussion Forum</strong>.<br />
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<strong style="font-family: Arial, Helvetica, sans-serif; font-size: 15px;">Exemplary</strong> indicates you participated above the minimum level in both quantity and clarity of communication in your <strong style="font-family: Arial, Helvetica, sans-serif; font-size: 15px;">Discussion Forum</strong> postings.<br />
<strong style="font-family: Arial, Helvetica, sans-serif; font-size: 15px;">Proficient</strong> indicates you met the minimum requirement. Discussion postings are timely, relevant and include some feedback about the readings and responds to others' comments in the discussions<br />
<strong style="font-family: Arial, Helvetica, sans-serif; font-size: 15px;">Partially Proficient </strong>Discussion postings are too few in number, or too trivial to fully meet the requirement. For example, most of the postings are "I think so too" or "I disagree", but lack any argument that adds to the discussion or includes excessive quoting from the material without any real supporting evidence of how the topic might integrate with their classroom teaching.<br />
<strong style="font-family: Arial, Helvetica, sans-serif; font-size: 15px;">Incomplete</strong> indicates you consistently contributed below the minimum two messages per week or contributions were merely perfunctory ("I agree with so and so.") or unclear.</blockquote>
<a href="http://wiredinstructor.org/traits/discussion_criteria.html" style="color: #669999; font-family: 'Trebuchet MS', Arial, Helvetica, sans-serif; font-size: 15px; font-weight: bold;">Discussion Rubric</a><br />
Reflections will be evaluated for clarity and your understanding of the readings and activities.<br />
Any time that you want to ask about your progress, send an email directly to your facilitator.<br />
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Grading Scale</h3>
<table border="0" cellpadding="6" cellspacing="0" style="width: 210px;"><tbody>
<tr><td style="font-size: 16px;" width="73"></td><td style="font-size: 16px;" width="25">A</td><td align="right" style="font-size: 16px;" width="76">100-94</td></tr>
<tr><td style="font-size: 16px;"></td><td style="font-size: 16px;">A-</td><td align="right" style="font-size: 16px;">93-91</td></tr>
<tr><td style="font-size: 16px;"></td><td style="font-size: 16px;">B+</td><td align="right" style="font-size: 16px;">90-88</td></tr>
<tr><td style="font-size: 16px;"></td><td style="font-size: 16px;">B</td><td align="right" style="font-size: 16px;">87-84</td></tr>
<tr><td style="font-size: 16px;"></td><td style="font-size: 16px;">B-</td><td align="right" style="font-size: 16px;">83-81</td></tr>
<tr><td style="font-size: 16px;"></td><td style="font-size: 16px;">C+</td><td align="right" style="font-size: 16px;">80-78</td></tr>
<tr><td style="font-size: 16px;"></td><td style="font-size: 16px;">C</td><td align="right" style="font-size: 16px;">77-74</td></tr>
<tr><td style="font-size: 16px;"></td><td style="font-size: 16px;">F</td><td align="right" style="font-size: 16px;">73 or below</td></tr>
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<div style="font-family: 'Times New Roman', Times, serif; font-size: medium;">
To maintain Full Academic Standing, a cumulative GPA of 3.0 is required for graduate students.</div>
<div style="font-family: 'Times New Roman', Times, serif; font-size: medium;">
<a href="http://www.uwstout.edu/grad/upload/Graduate-School-Policies.pdf" style="color: #660066; font-family: 'Trebuchet MS', Arial, Helvetica, sans-serif; font-size: 15px; font-weight: bold;">http://www.uwstout.edu/grad/upload/Graduate-School-Policies.pdf</a><br />
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Course Outline</h2>
<ol>
<li style="margin-left: 15px; margin-top: 0.5em;"><strong style="font-family: Arial, Helvetica, sans-serif; font-size: 15px;">Getting Started With Traits</strong>Introductions, Community, The 6-Traits Theory, Historical Foundations, The Writing Process, Coaching Students Trait by Trait</li>
<li style="margin-left: 15px; margin-top: 0.5em;"><strong style="font-family: Arial, Helvetica, sans-serif; font-size: 15px;">Trait: Voice</strong><br />Finding the Courage to Speak from the Heart, Teaching students to be assessors, Composing and revision in the writing process, Teaching strategies, Voice and informational writing, Books for teaching Voice, Six point writing guide</li>
<li style="margin-left: 15px; margin-top: 0.5em;"><strong style="font-family: Arial, Helvetica, sans-serif; font-size: 15px;">Trait: Ideas and Content</strong><br />Generating Great Ideas, Ideas defined, Lessons and strategies for Ideas, Practice papers for Ideas, Ideas sample rubrics, Three level writing guide, Timeline/revision checklist for Ideas, Ideas and informational writing, Prewriting activities, Ideas as a foundation for meaning, Books for teaching Ideas</li>
<li style="margin-left: 15px; margin-top: 0.5em;"><strong style="font-family: Arial, Helvetica, sans-serif; font-size: 15px;">Trait: Organization</strong><br />Techniques and Tips for Structuring Student Writing, Organization defined, Timeline/checklist for Organization, Teaching of Organization, Books for teaching Organization, Practice papers for Organization, Focused lessons for Organization, Three level writing guide, Six point writing guide</li>
<li style="margin-left: 15px; margin-top: 0.5em;"><strong style="font-family: Arial, Helvetica, sans-serif; font-size: 15px;">Trait: Word Choice</strong><br />Developing Descriptive Vocabulary to 'Show' What You Know, Word choice defined, Timeline/checklist for Word Choice, Teaching Word Choice, Books for Teaching Word Choice, Six point writing guide, Practice papers for Word Choice, Focused lessons for Word Choice, Informational writing guide</li>
<li style="margin-left: 15px; margin-top: 0.5em;"><strong style="font-family: Arial, Helvetica, sans-serif; font-size: 15px;">Trait: Sentence Fluency</strong><br />Developing Rhythm, Sentence Fluency defined, Teaching strategies, Teaching Sentence Fluency, Books for Teaching Sentence Fluency, Practice papers for Sentence Fluency, Focused lessons for Sentence Fluency</li>
<li style="margin-left: 15px; margin-top: 0.5em;"><strong style="font-family: Arial, Helvetica, sans-serif; font-size: 15px;">Trait: Conventions</strong><br />Conventions - Editing, Not Correcting / Assessments & Grading, Conventions defined, Timeline/checklist for Conventions, Books for teaching Conventions, Teaching Conventions, Scoring for Conventions, Practice papers for Conventions, Focused lessons for Conventions, Six-trait rubric</li>
<li style="margin-left: 15px; margin-top: 0.5em;"><strong style="font-family: Arial, Helvetica, sans-serif; font-size: 15px;">Practical Applications of the 6-Traits in Writing Across the Curriculum</strong><br />Use of technology for collaborative writing and editing in the classroom, Writers workshops in the disciplines and across the curriculum, Writing and the discipline areas, Understanding the role of audience, Modes of writing and the content areas</li>
<li style="margin-left: 15px; margin-top: 0.5em;"><strong style="font-family: Arial, Helvetica, sans-serif; font-size: 15px;">The Assessment Roundtable </strong>Bringing It All Together<br />Assessing middle school, high school and community college writers, Communicating with students, Expanding the vision of 6-traits and the writing process in the classroom</li>
</ol>
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Participation and Collaboration</h2>
Participants will:<br />
<ul>
<li style="margin-left: 15px; margin-top: 0.5em;">Exchange posts with their colleagues and participate in discussions using a <strong style="font-family: Arial, Helvetica, sans-serif; font-size: 15px;">Discussion Forum</strong></li>
<li style="margin-left: 15px; margin-top: 0.5em;">Review and discuss online and text based reading materials</li>
<li style="margin-left: 15px; margin-top: 0.5em;">Use online examples to practice score each trait</li>
<li style="margin-left: 15px; margin-top: 0.5em;">Score demonstration papers using the rubric and discuss assessment rationale</li>
<li style="margin-left: 15px; margin-top: 0.5em;">Develop and score an original student sample for all traits.</li>
</ul>
You will be able to customize activities to your specific teaching responsibilities and needs.<br />
<div class="topics" style="color: #003366; font-family: 'Trebuchet MS', Arial, Helvetica, sans-serif; font-size: 18px; font-weight: bold;">
Citations</div>
No more that 10% of a discussion posting or paper may be directly quoted.<br />
Tips for documenting direct quotes in a discussion posting or paper:<a href="http://www2.uwstout.edu/content/profdev/idtrends/redir.aspx?C=2d94fd57810f4c42be363a34ed520489&URL=http%3a%2f%2fowl.english.purdue.edu%2fowl%2fresource%2f560%2f02%2f" style="color: #669999; font-family: 'Trebuchet MS', Arial, Helvetica, sans-serif; font-size: 15px; font-weight: bold;" target="_blank">http://owl.english.purdue.edu/owl/resource/560/02/</a><br />
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See: "short quotations" and "long quotations" and "summary or paraphrase."<br />
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Late Work</h2>
Regular, timely feedback to classmates via the Discussion Board makes this class vital, and prompt submission of assignments for assessment allows the instructor to give you the guidance you deserve to receive. Due dates for each module are published on the course calendar at the start of the class. Work turned in by midnight on the due date will be considered on time and will receive full credit.<br />
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Life can bring emergencies which may prevent timely submission of assignments. If you have an emergency which interferes with your coursework contact the instructor as soon as possible. Emergencies are defined as serious events which are not planned. Emergencies cannot be written on the calendar in advance. Examples of emergencies are heart attacks, car accidents, serious health crises of the student or in the student's immediate family. Examples of non-emergencies are family weddings, vacations, or any other event which can be planned around. If the family calendar looks busy at a particular time, plan to work ahead on your coursework.<br />
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Excused Makeup Work - If the late submission has been requested and approved in advance of the due date, there will be no deduction of points from the grade. An email to the instructor requesting an extension of the due date must be sent. The instructor will inform you if late submission will be allowed.<br />
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Unless previously excused by the instructor, work that is submitted after the close of a module will be penalized 10%. In other words, you need to be on time to earn 100%. You will only one week to make up late work. Late work will not be accepted after one week unless previously approved by the instructor.<br />
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Please contact the instructor if you have any questions about the late policy.<br />
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Accommodations</h2>
If you believe the course requirements create a conflict with your observance of religious holidays, please notify the instructor within the first two weeks of the semester so that appropriate alternative options can be arranged.<br />
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Accessibility</h2>
UW-Stout strives for an inclusive learning environment. If you anticipate or experience any barriers related to the format or requirements of this course please contact the instructor to discuss ways to ensure full access. If you determine that additional disability-related accommodations are necessary please contact the Disability Services office for assistance 715-232-2995 or contact the staff via email at this website:<a href="http://www.uwstout.edu/services/disability/contact.cfm" style="color: #669999; font-family: 'Trebuchet MS', Arial, Helvetica, sans-serif; font-size: 15px; font-weight: bold;">http://www.uwstout.edu/services/disability/contact.cfm</a><br />
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Academic Dishonesty</h2>
"Students are responsible for the honest completion and representation of their work, for the appropriate citation of sources, and for respect of others' academic endeavors. Students who violate these standards must be confronted and must accept the consequences of their actions."<br />
Definitions of academic dishonesty as provided by the National Association of Student Personnel Administrators include:<br />
<ul type="disc">
<li style="margin-left: 15px; margin-top: 0.5em;">Cheating — The use or attempted use of unauthorized materials, information, or study aids in any academic exercise.</li>
<li style="margin-left: 15px; margin-top: 0.5em;">Plagiarism — The use of others' ideas and words without a clear acknowledgement of the source.</li>
<li style="margin-left: 15px; margin-top: 0.5em;">Fabrication — The intentional and unauthorized falsification or invention of any information or citation in any academic exercise.</li>
<li style="margin-left: 15px; margin-top: 0.5em;">Assisting — The facilitation or assistance in academic dishonesty.</li>
</ul>
UW-Stout also considers academic dishonesty to include forgery of academic documents, or intentionally impeding or damaging the academic work of others.<br />
Academic misconduct in the University of Wisconsin System is defined by UWS Chapter 14. "Student Academic Misconduct / Disciplinary Procedures - UWS," Ch. 14.Â<br />
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<img id="hzDownscaled" style="font-family: Georgia, 'Times New Roman', Times, serif; font-size: 16px; position: absolute; top: -10000px;" /><div class="blogger-post-footer">6-Traits Resources</div>wiredinstructorhttp://www.blogger.com/profile/07221464821539727027noreply@blogger.com0tag:blogger.com,1999:blog-3151189426584173085.post-738050805854461832015-01-02T17:30:00.000-08:002015-01-02T17:30:01.200-08:00Cynthia Rice on Voice<b><span style="font-size: large;">Final Reflection for <a href="http://www.uwstout.edu/soe/profdev/traits.cfm" target="_blank">Teaching and Assessing Writing with the 6-Traits</a> by Cynthia Rice</span></b><br />
<div class="MsoNormal" style="line-height: 200%; text-indent: .5in;">
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As a reluctant yet aspiring writer, I approached this course with some ambivalent anticipation. My position as resource teacher requires me to know something about all academic areas, maybe quite a lot actually. My lack of experience in teaching writing with the 6-traits propelled me to take this course. My own schooling did not provide any inspiration for how writing could be taught so that students could discover their own creativity. I did have an excellent model, however, when I supported a child in the grade 2 class last year. The teacher implemented Writers’ Workshop with astounding results. This model gave me a vision of how writing could be taught and illuminated some excitement in me.<br />
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Our first trait, voice, was total immersion. Voice is the trait that I understood least. I was delighted to read Spandel’s chapter on voice. Her writing is a demonstration of how voice can be heard even in a textbook. Reading the chapters on voice was a refreshing change from texts that present material with a distinct lack of voice. I enjoyed reading her material; the examples illustrated clearly what she was conveying. Her writing drew me in and the pages seemed to turn themselves as I read. The quality of her writing did not diminish for me over the course and I now own three of her textbooks.<br />
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As the course progressed I realized that voice is supported by all of the other traits. The choice of ideas, the organization, the construction of sentences, the effectiveness of word choice, and the use of conventions all work to either produce and highlight the author’s voice or disguise voice. Even very young writers who have not mastered the alphabetic principle can write with strong voice. Indeed, their early voice is usually very loud and the distinct job of the educator is to nurture voice as the child grows. Struggling readers and children with limited skills with the mechanics of manipulating a pencil can have voice represented through the 6-traits. I work with a boy in grade 3 who has only begun to master the very basics of reading and writing. When he has authored a piece he writes his by-line “by Joey!” Nothing could be more demonstrative of Joey’s voice. He has to work ten times harder than any of his peers to write even one word. I smile everytime I see this exclamation.<br />
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The course as a whole has made me intensely aware of voice in all kinds of literature. On PEI our phone book is an excellent example. How could a phone book have voice? Well, ours did. All Islanders eagerly awaited the delivery of the newly published phone book each May. The cover was a main attraction. A particular aspect of Island life was always portrayed. One year there were images of about 50 kids engaged in various activities. People took great delight in trying to identify how many of the kids they knew and where they lived. In one community there are so many people with the same names that most people go by their nicknames. The nickname often pointed to an idiosyncrasy of the person. A phone book was published using nicknames so people could find them more easily. Eventually, the Island Telephone Company was swallowed by a larger company and then as the fish in the sea do, the larger was again swallowed by an ever-larger company. No one takes notice anymore of the publication of the phone book. Someone in Toronto designs it. Voiceless…<br />
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The other traits are tools to communicate what the author has to say. Rating each trait was an adventure in itself. I enjoyed discovering how each trait has potential to enhance or deaden the message. Through the reading and even more so through the ratings I found myself discovering the potential of each trait. The author has the power to shape the reader’s experience and perception through the traits. An artist uses form, color, composition, light, and line to communicate in a similar way that the writer uses ideas, sentence fluency, word choice, conventions and organization. Or the musician can use tempo, dynamics, phrasing, melody choice, instrumentation, and vocals to speak through music. The artist can vary brush strokes, use line in novel and unexpected ways to provide a visual experience. So the writer can use word choice and sentence fluency to take the reader on a journey. These tools have so much potential as part of a whole effect.<br />
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It was through rating students’ pieces that I gained the most insight into how these traits can be effectively used. When reading a master’s piece the elements are not as obvious to me. I experience the whole piece and its aftermath as a whole. When looking at developing writers it was easier to see how the individual traits can be used, sometimes when the young author neglected to use them. In examining how a piece could be improved, I was able to focus on the impact of a trait. I had never thought of the effects of sentence length on the attention and feelings of the reader. An abrupt change in sentence length can act to alert the reader, make them more attentive. Using long, descriptive sentences can lull the reader into feeling complacent. As for convention, I was aware of the effect of using proper conventions but now I am aware of how conventions can be used to make a piece explode with voice.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjTfeFn4mMABSn19ayv6eafjDwZXjN5WY-J7YEaiPoWkOF667X8YqD2T6bwmgKdwfVpLfyawX7nrB4AVIpHbodkn1j7CLUIzV0rPS6jwtJUT0ToC5MZC5W0JWLKCWYLDaQF2vP7TINjTLAm/s1600/birds+in+flight.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjTfeFn4mMABSn19ayv6eafjDwZXjN5WY-J7YEaiPoWkOF667X8YqD2T6bwmgKdwfVpLfyawX7nrB4AVIpHbodkn1j7CLUIzV0rPS6jwtJUT0ToC5MZC5W0JWLKCWYLDaQF2vP7TINjTLAm/s400/birds+in+flight.jpg" height="300" width="400" /></a>Last summer, I traveled to Toronto with 2 boys who happen to have autism to pick up 2 of my grandsons and drive back to Prince Edward Island to spend the summer together. We stopped in Kingston, a city known for its university and maximum-security prison. We stopped to meet up for the afternoon with one of my Canada World Youth participants whom we all knew and loved. He attends university in Kingston and had planned activities for us. To my surprise, he had planned to take us to the prison museum. We all approached with caution. The tour of the museum turned out to be one of the most meaningful events of a densely packed summer. In the museum there was a gallery displaying work of the inmates, mostly visual art. There was one piece of writing displayed. All of the traits carried a voice that pierced me. It was a full biography. Presentation, conventions, sentence fluency, idea, organization, and word choice combined to bear the weight of a powerful voice. The piece was displayed with dignity beside a wonderfully rendered drawing of birds in flight. The piece was written on a broken hunk of Styrofoam with paint that had dripped down the sides. It read “I wish al parints had to aksept there children the way thay ar..”<br />
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The course has given me the tools to teach writing effectively and to evaluate students’ writing so that they grow as writers. No doubt, the main objectives of the course have been achieved. In addition, my desire to write has been awakened and now I am working writing into my day. Writing can give me moments of reflection within the current, even the rapids, of my life. The question was posed for discussion consideration: Must a teacher be a writer to be effective at teaching writing? Perhaps not. However, I think that any teacher who is truly inspired by teaching through the 6-traits will be compelled to be a writer.<br />
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Reference<br />
Spandel, Vicki. (2012). Creating young writers. Boston: Pearson.<br />
<br /></div>
<div class="blogger-post-footer">6-Traits Resources</div>wiredinstructorhttp://www.blogger.com/profile/07221464821539727027noreply@blogger.com0tag:blogger.com,1999:blog-3151189426584173085.post-87799687274567053402014-12-28T12:59:00.000-08:002014-12-28T12:59:00.606-08:00Color Coordinated Traits! by LaRae Kendrick<div>
<b><span class="Apple-style-span"><span class="Apple-style-span" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">Color Connections with Revising & Editing</span></span></b><span class="Apple-style-span"><b> </b></span><br />
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"At what point in the writing process do you work on correcting & editing?"<br />
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After a student has written their rough draft on a big assignment, I ask them to use the first five traits to revise (less than 5 traits for smaller assignments).<br />
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My characters, "<a href="http://www.helpkidswrite.com/MeetYourFriends/tabid/57/Default.aspx">Our Six Writing Friends</a>," are color-coded and organized by the colors of the rainbow, <b>ROYGBV</b>. To begin the revising process, I ask students to use crayons, pens or digital highlighting and read through their work 5 times.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj7IYxTz9T2QxFqCkViWttEUE4lQCkOPpki-s5FJzQag6ZkfViCdhoRS8g2Zz5YCyydyDELta-8Sk3mwCsxXIzDZo5pP-Y4UGVrB8swAG0AyPd1fjWOxPvuUfStTqZCMdt2R_LOphk3AHEW/s1600/RAINBOW.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj7IYxTz9T2QxFqCkViWttEUE4lQCkOPpki-s5FJzQag6ZkfViCdhoRS8g2Zz5YCyydyDELta-8Sk3mwCsxXIzDZo5pP-Y4UGVrB8swAG0AyPd1fjWOxPvuUfStTqZCMdt2R_LOphk3AHEW/s320/RAINBOW.jpg" height="320" width="211" /></a></div>
<b><span class="Apple-style-span">Examples:</span></b><br />
<span class="Apple-style-span" style="color: red;"><b>Ideas-Red:</b></span> Circle sentences that go off topic.<br />
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<span class="Apple-style-span" style="color: #ff6600;"><b>Organization-Orange:</b></span> Draw an arrow that moves a sentence to a better place.<br />
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<b><span class="Apple-style-span" style="color: #ffcc00;">Voice-Yellow:</span><span class="Apple-style-span" style="color: #f1c232;"> </span></b>Highlight a sentence that shows good voice or the author's personality.<br />
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<span class="Apple-style-span" style="color: #38761d;"><b>Word Choice-Green:</b></span> Draw a box around words that are used repeatedly.<br />
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<span class="Apple-style-span" style="color: blue;"><b>Sentence Fluency-Blue:</b></span> Read to a partner and have them mark a sentence that flowed well.<br />
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Once they have gone through the revision steps then they can start editing. <span style="color: #6600cc;"><strong>Conventions-Purple</strong>.</span><br />
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<b>Conventions is always checked in 4 separate steps.</b><br />
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<ol>
<li>Capitalization</li>
<li>Punctuation</li>
<li>Spelling</li>
<li>Grammar</li>
</ol>
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<b>Now they are ready to take the colorful draft and create a clean and polished final draft. "Polished, not Perfect!"</b><br />
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This step-by-step revising is best for assignments that the students have spent a fair amount of time on, usually the types of writing required by the grade-level standards.<br />
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For example, my 3rd grade class was required write research reports. When they had already spent up to two weeks researching and writing their first drafts, it made sense to spend extra time revising and editing.<br />
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When they were done with their rough draft, they would start with the first color, <span class="Apple-style-span" style="color: red;"><b>ideas/red</b></span>, and read through their paper looking for details that didn't fit. When they were done, they would move on to the next trait/color. Sometimes a student might take one writing period just to check their ideas and organization.<br />
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At the beginning of our writing time together, we would review each color and what the students should be looking for. They knew that their peers may be ahead or behind them. Some may even still be writing! No one seemed to mind reading their stories more than once, because they knew they were looking for something new each time. <br />
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<b><span class="Apple-style-span">Sample:</span></b><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgXe4zg2W_wG5lyNyPOKCjVw8JvQviodlLsDu-CkDjvrbLTnYD-5phStaWOM-biulIAF9x0W9j-VTf0xZ5AtwLLkqXtOctDboj6OAfN3bGW4xVV7r-yKOgEMWZ-cT3WkYy0T0yusWkZE9Yp/s1600/RevisingWithColors.JPG" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgXe4zg2W_wG5lyNyPOKCjVw8JvQviodlLsDu-CkDjvrbLTnYD-5phStaWOM-biulIAF9x0W9j-VTf0xZ5AtwLLkqXtOctDboj6OAfN3bGW4xVV7r-yKOgEMWZ-cT3WkYy0T0yusWkZE9Yp/s320/RevisingWithColors.JPG" height="307" width="320" /></a>The sample displayed is the appearance paragraph of a rough draft from a report about chameleons. Notice how the student sees that he repeated chameleon, <span style="color: #006600;"><strong>green/word choice</strong></span>, so he changes the second occurrence to "lizard." (This is all resulting from a mini-lesson that was taught before one of the writing periods.)<br />
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He also used <span class="Apple-style-span" style="color: orange;"><b>orange/organization</b></span> to draw an arrow moving the first sentence about the lizard's skin next to the other sentences about its skin. Again, this is not something that he naturally knew, but that he learned from a mini-lesson.<br />
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Because "<a href="http://shop.familiarvisuals.com/">Our Six Writing Friends</a>" visual aids are color-coded on the bottom, students are quickly able to refer to which color to use.<br />
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Whichever visuals you use, I suggest color-coding them for quick reference. It could be as simple as attaching pieces of construction paper to the back.<br />
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<b>LaRae Kendrick, M. Ed.</b>, is a native of San Jose, CA who now lives in Gilbert, AZ. She is an experienced writer and educator specializing in language arts education. She was the director of curriculum development for A Plus Educators and has presented teacher workshops on a variety of topics nationwide. LaRae has served as a leader for numerous state and district writing committees and as a former classroom teacher, she understands the need to master state standards while being realistic about life in the classroom. As the author and creator of Our Six Writing Friends™, she is dedicated to the goal of helping all students become better writers. Her areas of expertise are Six Traits Writing, writing assessment, utilizing interactive whiteboards and the writing/technology connection. <br />
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LaRae is a teacher’s teacher who energizes and inspires her fellow educators. A participant in one of her professional development sessions recently stated, "Your workshop was so motivating for me… I couldn't even sleep last night because I could not wait to get back in the classroom and start teaching writing. You have inspired me."<br />
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<b>Visit LaRae at <a href="http://helpkidswrite.com/">HelpKidsWrite.com</a> to find out more!</b> </div>
<div class="blogger-post-footer">6-Traits Resources</div>wiredinstructorhttp://www.blogger.com/profile/07221464821539727027noreply@blogger.com0tag:blogger.com,1999:blog-3151189426584173085.post-73564488058198508802014-12-21T16:30:00.000-08:002014-12-21T16:30:01.692-08:00Turning Criticisms to 'I" CommentsI am using Spandel's Creating Writers 6 Traits, Process, Workshop, and Literature 6th Edition in my upcoming online class: <a href="http://www.uwstout.edu/soe/profdev/traits.cfm" target="_blank">Teaching and Assessing Writing with the 6th Traits</a>. This is a graduate course offered by the University of Wisconsin-Stout.<br />
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Part of our time is spent assessing sample papers and writing feedback. I'll use this chart to emphasize the need to convert criticism to "I" comments.<br />
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