6-Traits Online: Syllabus

	EDUC 653 Middle School through Adult 6-Traits Writing Instruction 3 credits Course Author: Dennis O'Connor Instructor: Renee Williams Telephone:  971-4504572474 E-mail: williamsr@uwstout.edu Office appointment calls available via Skype: renwill11 in Dubai, U.A.E. Tuition & Registration Information Course Description 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. 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. 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. Each module is structured around an Introduction, Readings, Lecture, Activities, an Activity Checklist, and Discussion Forum. 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. 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. Free e-Textbook Spandel, Vicki. (2012). Creating Writers: 6 Traits, Process, Workshop, and      Literature (6th Edition). Pearson. ISBN: 978-0132944106 Additional reading materials will be included as e-mail mini-lectures or references on the WWW. 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. 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. e-Textbook Tutorialhttp://www.uwstout.edu/textbooks/upload/engage-help.pdf University Email Checking your university email daily is recommended. Mobile Phone Access to Your EmailYou may configure your mobile device to receive your university email automatically. Directions are provided at:http://helpdesk.uwstout.edu/kb/resolution.asp?q_id=262 Click on the appropriate link for directions that match your device. If you need assistance, please call 715-232-5000. Objectives Articulate an understanding of the historical foundations of the 6-traits writing movement and its relevance to classroom instruction. Analyze writing samples based on the critical attributes of each trait. Apply a variety of composing and revision techniques used in the writing process. 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.). Utilize online databases to practice analytical scoring for each of the 6-traits. 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. Redesign current writing lessons and integrate the 6-traits approach with developmentally appropriate learning activities. Analyze the impact of standardized testing on writing instruction and how 6-traits assessments prepare students for Common Core state and national writing tests. 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. Increase the frequency of student writing and strategic integration of carefully designed writing tasks in different subject area curriculum. Write reflectively about the themes, topics, and issues involved in teaching with the 6-traits. Synthesize current research, contemporary theories, teaching strategies, and instructional technology to teach writing in content areas. 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. Assignment Due Dates Review the Course Calendar.  A link is available on each course content page. Instructor-Student Communication The primary methods for communicating with students will be via... Course NewsUpdates, 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. DiscussionCheck 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. Your UW-Stout Email Account 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. 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. 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. 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. The World Clock - Time Zones Evaluation Your final grade will be based on: 40% - Satisfactory completion of module activities20% - Final Project 20% - Online Discussion (postings to Discussion Forum) 20% - Self-reflection Your projects will be evaluated using standards listed on the module rubrics or checklists. A -- Exceeds the standardB -- Proficient demonstration of the standard I -- Incomplete demonstration of the standard (Work must be resubmitted.) Discussion Board Etiquette (Please Read!) Evaluation of your Discussion Forum 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 Discussion Forum. Exemplary indicates you participated above the minimum level in both quantity and clarity of communication in your Discussion Forum postings. Proficient 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 Partially Proficient 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. Incomplete indicates you consistently contributed below the minimum two messages per week or contributions were merely perfunctory ("I agree with so and so.") or unclear. Discussion Rubric Reflections will be evaluated for clarity and your understanding of the readings and activities. Any time that you want to ask about your progress, send an email directly to your facilitator. Grading Scale A 100-94 A- 93-91 B+ 90-88 B 87-84 B- 83-81 C+ 80-78 C 77-74 F 73 or below To maintain Full Academic Standing, a cumulative GPA of 3.0 is required for graduate students. http://www.uwstout.edu/grad/upload/Graduate-School-Policies.pdf Course Outline Getting Started With TraitsIntroductions, Community, The 6-Traits Theory, Historical Foundations, The Writing Process, Coaching Students Trait by Trait Trait: Voice 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 Trait: Ideas and Content 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 Trait: Organization 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 Trait: Word Choice 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 Trait: Sentence Fluency 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 Trait: Conventions 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 Practical Applications of the 6-Traits in Writing Across the Curriculum 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 The Assessment RoundtableBringing It All Together 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 Participation and Collaboration Participants will: Exchange posts with their colleagues and participate in discussions using a Discussion Forum Review and discuss online and text based reading materials Use online examples to practice score each trait Score demonstration papers using the rubric and discuss assessment rationale Develop and score an original student sample for all traits. You will be able to customize activities to your specific teaching responsibilities and needs. Citations No more that 10% of a discussion posting or paper may be directly quoted. Tips for documenting direct quotes in a discussion posting or paper:http://owl.english.purdue.edu/owl/resource/560/02/ See: "short quotations" and "long quotations" and "summary or paraphrase." Late Work 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. 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. 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. 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. Please contact the instructor if you have any questions about the late policy. Accommodations 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. Accessibility 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:http://www.uwstout.edu/services/disability/contact.cfm Academic Dishonesty "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." Definitions of academic dishonesty as provided by the National Association of Student Personnel Administrators include: Cheating — The use or attempted use of unauthorized materials, information, or study aids in any academic exercise. Plagiarism — The use of others' ideas and words without a clear acknowledgement of the source. Fabrication — The intentional and unauthorized falsification or invention of any information or citation in any academic exercise. Assisting — The facilitation or assistance in academic dishonesty. UW-Stout also considers academic dishonesty to include forgery of academic documents, or intentionally impeding or damaging the academic work of others. Academic misconduct in the University of Wisconsin System is defined by UWS Chapter 14. "Student Academic Misconduct / Disciplinary Procedures - UWS," Ch. 14. Technology Requirements and Assistance Complete the system checkup on this website  –https://uwstout.courses.wisconsin.edu/ – by clicking on the link that says:Check your system. For help with your university email account, password, and login process:http://helpdesk.uwstout.edu Madison Help DeskIf 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. 1-888-435-7589 select option 3 or 1-608-264-4357 select option 3 Problems with Email Ask5000 Help Desk 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. Library Services To access UW - Stout's Library Services visit http://www.uwstout.edu/lib/. In addition to traditional and online services, the library maintains many helpful videos on searching and use of the online research tools.
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Online Class: Teaching and Assessing Writing with the 6-Traits

EDUC 744 3 ONLINE graduate credits 

100% Online: Enroll Today! 

EDUC 654 Teaching and Assessing Writing with the 6-Traits Elementary (PK-4)  - 3 graduate credits 

EDUC 653 Teaching and Assessing Writing with the 6-Traits Middle School-Adult - 3 graduate credits 

SYLLABUS

Course Information     Registration

Learn to teach and assess writing with the 6-Traits of writing
(voice, ideas, word choice, organization, sentence fluency and conventions). Learn to use the 6-Traits with the writing process to teach revision strategies. Help learners meet higher standards and improve test scores.

What students are saying:

 "I began this course thinking of myself as something of a blank slate with regards to the teaching of writing. I felt that writing was often a hit or miss proposition in my classroom. Today I see that while there are certainly holes in my second grade writing instruction, I'm actually doing more then I thought. I'm not starting from square #1. Today I'm able to categorize and organize what I'm already doing, plus add new things, using the framework of the 6 traits."

"I feel very fortunate to be taking a course like this so early in my teaching career. Someone mentioned to me recently that while there are many great ideas within the 6 trait model, it's easy to slip back into one's old ways of doing things. Perhaps I'm lucky in that I have no old ways to slip back into."

"I've had several important realizations as a result of work we've done these past weeks. The first is the specific connections that I now make between reading and writing. Naturally I was always aware that a connection existed. I knew on some level that reading to my kids was beneficial to their writing development. But too often the reading was undirected and without a plan. Today I have an arsenal of literature with which I can model, discuss, and teach specific traits in a focused way. And I don't have to teach writing alone. I now have the great authors of the world to help me. I can point to a piece of literature and say to my kids, "Take a look at what this author has done. We can do something similar in our own writing."

Your Instructor:

Renee Williams
School of Education
Email: williamsr@uwstout.edu
Office appointment calls available via Skype: renwill11 in Dubai

Fall 2011: Online Class: Teaching and Assessing Writing with the 6-Traits

EDUC 744 3 graduate credits 

EDUC 744 920 Elem (PK-4) 3 graduate credits September 26 – November 18, 2011
 
EDUC 744 909 Middle School-Adult 3 graduate credits September 26 – November 18, 2011

SYLLABUS

Course Information     Registration

Learn to teach and assess writing with the 6-Traits of writing
(voice, ideas, word choice, organization, sentence fluency and conventions). Learn to use the 6-Traits with the writing process to teach revision strategies. Help learners meet higher standards and improve test scores.

What students are saying:

 "I began this course thinking of myself as something of a blank slate with regards to the teaching of writing. I felt that writing was often a hit or miss proposition in my classroom. Today I see that while there are certainly holes in my second grade writing instruction, I'm actually doing more then I thought. I'm not starting from square #1. Today I'm able to categorize and organize what I'm already doing, plus add new things, using the framework of the 6 traits."

"I feel very fortunate to be taking a course like this so early in my teaching career. Someone mentioned to me recently that while there are many great ideas within the 6 trait model, it's easy to slip back into one's old ways of doing things. Perhaps I'm lucky in that I have no old ways to slip back into."

"I've had several important realizations as a result of work we've done these past weeks. The first is the specific connections that I now make between reading and writing. Naturally I was always aware that a connection existed. I knew on some level that reading to my kids was beneficial to their writing development. But too often the reading was undirected and without a plan. Today I have an arsenal of literature with which I can model, discuss, and teach specific traits in a focused way. And I don't have to teach writing alone. I now have the great authors of the world to help me. I can point to a piece of literature and say to my kids, "Take a look at what this author has done. We can do something similar in our own writing."

I've been teaching this course online for almost ten years.  It remains my favorite course because I get to help teachers from around the world transform their thinking about teaching writing.  Join us!  It's a remarkable experience in community, sharing, and new learning! ~ Dennis O'Connor

Tired of Being a Red Ink Slave to Corrections?

I'm delighted to announce my latest article is now on The Writing Teacher: Tired of Being a Red Ink Slave to Corrections? This article is based on a lecture from my course, Teaching and Assessing Writing with the 6-Traits.

As part of this publication, The Writing Teacher is sponsoring a Free Webinar on June 2, 2009 11:00 am PDT. I'll be online live talking about how editing fits in the writing process; thanks to Wimba and Learning Express e-folio.

Here's the teaser:

Are you burning yourself out offering comments that are ignored? Are you a red-ink slave spoon-feeding your students doses of correctness? The Editing Not Correcting Webinar will help you shift the burden of correcting conventions to where it belongs: on the student. Shift your thinking and help them learn to become editors and assessors of their own writing.

I hope to see and hear you online!

~ Dennis

Teaching and Assessing Writing with the 6-Traits: Still time to join!

Final Call for the Spring Semester at the University of Wisconsin Stout!

Courses are completely online.

EDUC 744 920 Teaching and Assessing Writing with the 6-Traits - (Elem. (PK-4)
3 graduate credits begins February 16, 2009
http://www.uwstout.edu/soe/profdev/traits.shtml

EDUC 744 909 Teaching and Assessing Writing with the 6-Traits - (Middle School/Adult)
3 graduate credits begins February 16, 2009
http://www.uwstout.edu/soe/profdev/traits.shtml

6-Traits Online

Teaching and Assessing Writing with the 6 Traits: Classes are are Filling Fast!

WRITING COURSE:

EDUC 744 920F Teaching and Assessing Writing with the 6-TraitsElementary (Gr. K-4) - 3 gr. cr. begins September 22, 2008.

EDUC 744 909F Teaching and Assessing Writing with the 6-Traits - Middle/High School (Gr. 5-12) 3 gr. cr. begins September 22, 2008.

Learn to teach and assess writing with the 6-Traits of writing (voice, ideas, word choice, organization, sentence fluency and conventions). Learn to use the 6-Traits with the writing process to teach revision strategies. Help learners meet higher standards and improve test scores.

Please forward this announcement to teachers in your district.

Earn graduate credits via online courses that support your professional development goals for licensure renewal, salary advancement and advanced certification.

Sign up soon to reserve your spot! Registration closes this week!

to allow time for assigning user names, passwords and ordering/shipping the textbook.

Classes are TOTALLY ONLINE. You may participate from your home or school computer. Registration is limited to 20 participants per section.

Syllabus and other details:

http://www.uwstout.edu/soe/profdev/traits.shtml

REGISTER ONLINE
or
REGISTER BY FAX
Fax: (715) 232-3385

Six Traits Search Engine

Try this Six Traits Search Engine I built using a social search system called Swicky. You can vote for your favorite materials and suggest sites you'd like included in the search results. Go to the site and click on the keywords in the tag cloud. See what you think! ~ Dennis

6-Traits Writing Online: Enroll Now!

Teaching and Assessing Writing with the 6 Traits: Classes are are Filling Fast!

WRITING COURSE:
EDUC 744 909F Teaching and Assessing Writing with the 6-Traits - Middle/High School (Gr. 5-12) 3 gr. cr. begins October 1, 2007

Learn to teach and assess writing with the 6-Traits of writing (voice, ideas, word choice, organization, sentence fluency and conventions). Learn to use the 6-Traits with the writing process to teach revision strategies. Help learners meet higher standards and improve test scores.

Please forward this announcement to teachers in your district.

Earn graduate credits via online courses that support your professional development goals for licensure renewal, salary advancement and advanced certification.

Sign up soon to reserve your spot! Registration closes ten days before the class begins

to allow time for assigning user names, passwords and ordering/shipping the textbook.

Classes are TOTALLY ONLINE. You may participate from your home or school computer. Registration is limited to 20 participants per section.

Syllabus and other details:

http://www.uwstout.edu/soe/profdev/traits.shtml

REGISTER ONLINE
or
REGISTER BY FAX
Fax: (715) 232-3385

How to introduce the 6-Traits?

Peter, a thoughtful Middle School reflects...

As I dig into the course, I keep asking myself how I can efficiently and smoothly introduce the six trait framework to my students in a meaningful and engaging manner?

• One trait at a time?
• Teachable moments?
• Gradually introduce the lingo and zoom in through lessons and activities over time?

I suppose that I have more questions than answers! Currently, I frame my writing instruction in terms of genres more than traits, although I'm being strategic about introducing traits now that I'm in this course. So far, I'm having a blast and it's gratifying having new material and instructional practices to bring to class.

Relating what I do (or have done) to the ideas trait that we explored in module 3, I began the year by using Nancie Atwell's "writing territories" activity. The students attach the list to their writing folders and add to it once every couple of weeks. Clearly, recording the ideas is critical because they are so easy to lose! In class, we write about three days a week minimally, using quick-writes: question prompts, integrating weekly vocab. terms into a story or response, etc. Students also work building the genre pieces that I mentioned above (this is driven by the Vermont Writing Portfolio requirement).

Generally, we create a finished piece every six weeks or so with breaks here and there. The instruction is very process oriented and gives ample time to each stage, idea generating, research, prewriting, organization, writing, revision, editing, yada yada yada....

In addition to Atwell's idea generating process, I also picked up a couple of tricks from visiting author, Jack Gantos, who generates his content by making the memory maps as described this week's reading. These materials also go in student folders. The only addition or modification would be to make them as visual as possible, using small icons/sketches to truly illustrate the event and/or main characters. It's a fun, personally meaningful way to brainstorm and the kids discovered how many ideas they actually had at their disposal (this is, of course, after they complained painfully that they had nothing to put on their idea maps!).

The trick with the maps is to make them as focused or specific as possible. Jack Gantos, for example, showed us one that he created for his childhood years in Barbados, and one for his house. Each map could contain at least 20 stories! I also had the kids create a "life line" where they brainstormed and plotted a 20 events--highs and lows--over the course of their lives (that they could remember).

This activity also provided food for thought and stimulated the development of several very creative writing topics.The main reason that I like beginning with these types of activities is that they are conducive to sharing, they are visual, and the kids' ideas tend to build upon one other.

A last thought on ideas: throughout the writing process, I use a variety of graphic organizers to help students collect and select relevant details that support focus statements. This is one area, however that i'm looking to enhance. I have a couple of good resources on writing by Jim Burke (who seems to be making quite a name for himself recently). He's published through Heinemann Press--an excellent publisher.

Ultimately, my goal is to develop a growing resource of lessons and activities to help students practice idea development to in a variety of ways that they find engaging and fun, rather than tedious and arduous. Rather than make them groan and develop a rash when we discuss writing, my goal is to foster genuine enthusiasm and interest. Can pigs truly fly? Ideas?

6-Traits Online (University of Wisconsin-Stout)

Teaching and Assessing Writing with the 6 Traits: Classes are are Filling Fast!

WRITING COURSE:
EDUC 744 909F Teaching and Assessing Writing with the 6-Traits - Middle/High School (Gr. 5-12) 3 gr. cr. begins June 18, 2007

Learn to teach and assess writing with the 6-Traits of writing (voice, ideas, word choice, organization, sentence fluency and conventions). Learn to use the 6-Traits with the writing process to teach revision strategies. Help learners meet higher standards and improve test scores.

Please forward this announcement to teachers in your district.

Earn graduate credits via online courses that support your professional development goals for licensure renewal, salary advancement and advanced certification.

University of Wisconsin-Stout School of Education online courses begin in a few weeks.

Sign up soon to reserve your spot! Registration closes ten days before the class begins

to allow time for assigning user names, passwords and ordering/shipping the textbook.

Classes are TOTALLY ONLINE. You may participate from your home or school computer. Registration is limited to 20 participants per section.

Syllabus and other details:

http://www.uwstout.edu/soe/profdev/traits.shtml

REGISTER ONLINE
or
REGISTER BY FAX

Fax: (715) 232-3385

Tuition is the same fee for in-state and international participants. You may pay via credit card, school purchase order or invoice.

REGISTER ONLINE at
http://www.uwstout.edu/soe/profdev/register.shtml

Dennis O'Connor
Instructor & Course Author
Department of Education
Online Professional Development
University of Wisconsin-Stout
Wisconsin’s Polytechnic University
oconnord@uwstout.edu
530-318-1145 or 760-471-5262

How to Introduce the 6-Traits to your students.

One recurring question about teaching with the 6 traits is: “How do I go about introducing traits to my class?” This is a first draft of a lecture I'm developing for my online class: Teaching and Assessing Writing with the 6-Traits.

Establishing the writing process as the basis for instruction. It’s always (IMHO) Writing Process first, then the traits. You will find this assertion in Spandel & Culham’s works as well.

It does make sense to teach the traits in conjunction with the writing process. The pre-writing phase of the traits is the perfect place to hammer home the importance of Ideas in writing. Pre-writing is when a writer finds the ideas that light them up. For this reason, voice is another important concept to teach as part of pre-writing. We know that voice flows when writers are passionate about their topics. A good topic springs from sound pre-writing activities mated with the understanding of the trait of voice.

Yeah, but what do I do on Monday Morning?

When starting at the beginning of the year I introduced traits to my middle-schoolers sequentially: ideas, voice, word choice, organization, sentence fluency I gave about 3 weeks to a trait.

We'd practice each new trait's core concepts in many small chunks. Writing examples, working with contrasting examples, all of the methods I discuss in the 6-traits online class, plus all of the methods shared by the world wide group of dedicated teachers in the class.

After introduction and practice of a trait, we move on to the next trait.

Seize Teachable Moments

If a chance to talk about another trait presents itself while you are ‘in deep’ with the current trait, go ahead: do it. Don't be afraid to quickly introduce another trait. If you’re introducing ideas, it’s a good idea to talk about voice etc. You don’t have to do a mini lesson or go into depth, but say enough to be appropriate for the moment. This creates a foundation for the concepts to come.

Use 6-Traits Posters

I had traits concepts up around the room in poster format to refer to as needed. Sometimes just walking over to the poster and touching it as you talk is enough to set the pattern for kids. You'll notice kids glancing at the posters and explanations. They know where to look to get the bullet points of the concept. Constant coaching on the concepts is the way to go.

Teach & Re-Teach
Like we do in our online class, each time I started teaching the concepts of a new trait, I would refer back to the previous traits, while foreshadowing those to come. It's recursive practice, teach and reteach throughout the year.

Traits and the Writing Process Work Together

This recursive loop of presenting the traits is similar to the way the writing process works. Pre-writing leads to drafting; drafting reveals the first rush of ideas and voice.

It's at this point that revision should enter the process, working a first draft up to a second draft is more than fixing the spelling and making things neat, yet it's often at this point that the writing process breaks down.

Revision!

• Kids don't know what to do.
• Teachers lack the vocabulary to provide specific and focused feedback.

Understanding how to spot and improve traits in writing provides a way to revise the writing and keep the process evolving. Understanding the traits powers up the writing process by providing entry points for revision.

Revision!

So often, kids (and teachers) think revision is just fix the spelling and punctuation and write it over neatly.

Save intense focus on conventions and presentation to the publishing stage of the writing process and dive into the meat of the process by learning to revise using word choice, organization, and sentence fluency. This will blow the embers of first draft ideas and voice into full flame.

Waiting for Eureka Moments

When you first start teaching with the traits you wonder if all this work is really worth it. You have to go at it (initially at first) on pure faith. Over the course of the first year it will come together. It will take faith and patience.

I'll admit it felt miraculous when I could see that my kids really were understanding things at a depth! This ability to apply traits concepts to their writing usually showed up around Christmas!

I recall a true eureka moment as I listened to previously inarticulate kids from my toughest class (you know the class that won’t jell and you have before or after lunch) speak eloquently about the ideas and voice they heard in the stories being read aloud. Their comments were on point, supportive, and insightful. They were writers helping each other.

At that moment I felt like crying.

At that moment I knew why I’d hung in all these years as a teacher.

It is moments like that I hope I can help you all find!

Dennis

The Power of Modeling the Writing Process

Sheryl shared this insightful piece on modeling the writing process...

When I was first told to "model" for students, I was terrified! I didn't want them to see that their teacher wasn't perfect at everything she does! :-) BUT, I soon realized how great it really is for students, and now I actually enjoy doing it.

This year, I got the most effort/product out of my students' writing AFTER they saw me struggle and "mess up" in front of them. When they realized that this is something that can only improve with practice and that even your TEACHER has a hard time thinking of things, they respond so well.

I find that they often try to help me come up with things to write--they want to help write my paper. When it comes to writing their own, they think about the help they gave me, and try to apply it to their own work.

I also think students have to see that writing does not start out perfect--they need to see the cross outs, the rewrites, the spelling mistakes, all of that. When they realize that it's OK to make mistakes intially, they have an easier time getting their thoughts down.

It doesn't always work, obviously, but it does more good than bad.

So many methods, ideas, and stories are flowing in the discussion threads!

The minds of the e-learners in my current online class about the 6-traits are the source of so much practical classroom wisdom.

I've got a diverse and very articulate group of educators from around the world discussing voice this week. From Primary Teachers to University Instructors... everyone has insight, methods and Eureka moments to share.

I've asked my class for permission to blog some of their posts.

I must walk a careful line here. We're building a very generous community in class. People are sharing and talking and helping each other think. I don't want to make them self conscious or have they worry that the blogosphere is looking over their shoulders.

On the other hand, there are so many nuggets of wisdom I'd like to share with the teachers of writing that read this blog.

We'll see!

Den@SanMarcos

6-Traits Online: Starts January 29, 2007

There's still time to register for my online class. I've been teaching this course for 5 years and I always learn something new each session. If you'd like to see some of my free online materials visit my website Wiredinstructor.net.

Class Full! Next class:

June 18 - August 12, 2007

Register Now!

Learn to teach and assess writing with the 6-Traits of writing (voice, ideas, word choice, organization, sentence fluency and conventions). Learn to use the 6-Traits with the writing process to teach revision strategies. Help learners meet higher standards and improve test scores.

• EDUC 744 920 - Elementary (Gr. K-4) - 3 cr. begins June 18, 2007
• EDUC 744 909 - Middle/High School (Gr. 5-12) - 3 cr. begins June 18, 2007

For more information or to register: CLICK HERE!

Friends classes are forming now! Please pass along this information to your colleagues!

Online Class: Teaching and Assessing Writing with the 6-Traits

Learn to teach and assess writing with the 6-Traits of writing (voice, ideas, word choice, organization, sentence fluency and conventions). Learn to use the 6-Traits with the writing process to teach revision strategies. Help learners meet higher standards and improve test scores.

• EDUC 744 920 - Elementary (Gr. K-4) - 3 cr. begins January 29, 2007
• EDUC 744 909 - Middle/High School (Gr. 5-12) - 3 cr. begins January 29, 2007
• EDUC 744 920 - Elementary (Gr. K-4) - 3 cr. begins June 18, 2007
• EDUC 744 909 - Middle/High School (Gr. 5-12) - 3 cr. begins June 18, 2007

For more information or to register: CLICK HERE!

Friends classes are forming now! Please pass along this information to your colleagues!