Exploring Writing Skills with the Six Traits Plus Framework
Six Traits Plus
WORD CHOICE
& VOICE FOCUS
Lit Center
Mini Lesson
Fall 2013
1
A THOUGHT TO CONSIDER
•
“
If people cannot write well, they cannot
think well, and if they cannot think well,
others will do their thinking for them.
”
–
George Orwell
2
•
Not a program
•
Not an additional task
•
A new way of empowering/promoting
students as writers
•
Removes the burden of constantly being the
editor of student work
•
Thrusts back upon the students the task of
revision
•
Opportunity for students to engage in rigorous
and relevant tasks
3
6 Traits+ Writing
Six Traits Plus
•
Ideas
… the heart of the message
•
Organization
…internal structure,
thread of meaning
•
Voice
… the soul of the piece
•
Word Choice
…rich. Colorful and precise language
•
Sentence Fluency
…the music of the piece
♬♪♫
•
Conventions
…level of correctness
•
+Presentation
4
Ideas
•
Ideas… the heart of the message
•
What makes the essence of the composition
•
Where we spend the bulk of our time with
students
5
Read
Talk
Think
Requires
evaluation
and synthesis
Organization
•
Organization…internal structure,
•
thread of meaning ….
•
skeleton of writing….
Difficult trait for students-
More worried about correctness
than content
•
Confusion – include or not include?
•
Genre specific issues hard to navigate
•
Rigidity – follow known format
6
Conventions
•
Conventions…level of correctness
•
Are for the reader, a gift from the writer
•
Where teachers expend much energy
•
What students fear most
•
Best taught in context of real writing and
followed up with mini-lessons for specific
purposes
7
Voice
•
It is the person behind the words
•
Flavor of a piece
•
It is the extension of one
’
s self in a work
•
A bridge between the writer
and his or her reader
•
Recognized as a gift in our society
8
9
Reflect on a time when words
impacted your life…
Times of
–
Trouble
–
Doubt
–
Happiness
–
Can you remember a time when words changed
your way of thinking? Caused you to change your
actions? Make decisions?
10
Word Choice
•
Many writers and editors feel that
verbs
are
the most important part of speech when it
comes to strengthening both voice and word
choice.
•
“
Verbs are the most important of all your
tools. They push the sentence forward and
give it momentum…fail, poke, dazzle, squash,
beguile, pamper, swagger, wheedle, vex.
”
»
William Zinsser
11
WHAT DO WE MEAN BY WORD CHOICE?
•
Word choice is power
•
We are measured by what we say almost as
often as what we do
•
Clear, precise, colorful
•
Vivid, rich
•
Energizing verbs
•
Memorable images
12
WHERE DO WE SEE WORD CHOICE?
•
In descriptive pieces and narratives to a certain
degree, word choice is that which moves us beyond
the general,
“
She is nice.
”
•
Get us as readers to see, experience or know an
object, person, place or time, using sensory details.
13
W
O
R
D
C
H
O
I
C
E
I
N
N
A
R
R
A
T
I
V
E
S
S
t
r
u
c
t
u
r
a
l
l
y
,
a
s
o
l
i
d
b
e
g
i
n
n
i
n
g
,
m
i
d
d
l
e
a
n
d
e
n
d
a
r
e
f
o
u
n
d
a
t
i
o
n
a
l
,
s
o
t
o
m
o
v
e
n
a
r
r
a
t
i
v
e
s
f
r
o
m
a
s
i
m
p
l
e
r
e
c
o
u
n
t
i
n
g
o
r
r
e
t
e
l
l
i
n
g
o
f
a
s
e
r
i
e
s
o
f
e
v
e
n
t
s
t
o
a
s
t
o
r
y
t
h
a
t
n
e
e
d
s
t
o
b
e
r
e
t
o
l
d
,
w
o
r
d
c
h
o
i
c
e
b
e
c
o
m
e
s
c
r
i
t
i
c
a
l
t
o
o
u
r
d
e
s
i
r
e
t
o
r
e
a
d
o
n
a
n
d
f
e
e
l
w
h
a
t
t
h
e
w
r
i
t
e
r
e
x
p
e
r
i
e
n
c
e
d
.
14
IN EXPOSITORY WRITING
•
Precise, technical and academic words
become important to help the readers
understand the knowledge of the writer about
the topic.
15
I
N
P
E
R
S
U
A
S
I
V
E
W
R
I
T
I
N
G
•
W
o
r
d
s
,
e
s
p
e
c
i
a
l
l
y
s
t
r
o
n
g
,
c
l
e
a
r
v
e
r
b
c
h
o
i
c
e
s
b
e
c
o
m
e
i
m
p
o
r
t
a
n
t
t
o
a
d
v
a
n
c
e
a
w
r
i
t
e
r
’
s
a
r
g
u
m
e
n
t
.
•
A
l
l
g
o
o
d
p
e
r
s
u
a
s
i
v
e
p
i
e
c
e
s
e
n
d
w
i
t
h
a
c
a
l
l
t
o
a
c
t
i
o
n
s
h
o
w
c
a
s
e
s
t
h
e
n
e
e
d
f
o
r
p
r
e
c
i
s
e
,
p
o
w
e
r
f
u
l
w
o
r
d
s
.
•
C
a
r
e
f
u
l
l
y
c
h
o
s
e
n
w
o
r
d
s
m
o
v
e
s
t
h
e
r
e
a
d
e
r
t
o
s
e
e
o
n
e
’
s
p
o
i
n
t
o
f
v
i
e
w
a
s
p
l
a
u
s
i
b
l
e
.
16
HOW DO WE HELP STUDENTS WITH
WORD CHOICE?
•
Explicit vocabulary instruction
•
Text Talk
•
Great Literature
•
Read Alouds
•
Many varied opportunities to practice with
words orally and in writing
•
Practice assessing student work samples –
both good and bad
17
INTERMEDIATE
•
Experimentation with precise words, strong
verbs.
•
Incorporation of instructed vocabulary into
speech and writing
•
Development of narrative as a canvas to
highlight descriptive words
•
Movement from oral language or social
register towards written or academic register
18
19
VOICE IS FOUND
…
•
In all of the arts
•
In the selection of the books we read
•
In the programs we watch, the movies we see,
the art we appreciate
•
In the talks and ideas we
share
20
Voice is situational
•
Voice is context specific
–
Imagine the difference in voice in a note:
•
Telling an employee that he or she is
being fired, and one reminding your son
or daughter to pick up clothes off the
bedroom floor
•
Voice is different for each purpose and should
be appropriate for the reader
•
Voice can be present in informational text most
notably through the use of metaphors
21
What stops voice?
•
Fear…afraid to let true feelings be revealed.
•
The
“
I don
’
t know, I don
’
t care
”
attitude
•
Our practice of always writing the same thing
for the same person…us!
22
How do we foster voice?
•
READ! READ! READ! Great literature
•
Stop students when they are reading books and ask
them why they like the book
•
Highlight how you understand what the author is like
while reading text selections
23
RAFTS
•
An acronym that stands for:
–
Role
…what the student
’
s perspective is
–
Audience
…for whom the piece is being written
–
Format
…how the writing will take shape
–
Topic
…what the writing is about
–
S
trong Verb
…academic word that evokes a
certain type of word use in the piece
24
RAFTS Example
•
Role: heart
•
Audience : Your human body
•
Format: letter
•
Topic: What you need to do to keep me
healthy
•
Strong verb: explaining
25
A RAFTS prompt would look like this…
•
You are your own heart and you will write a
friendly letter to your body explaining what it
needs to do to keep you healthy.
26
“
We must teach ourselves to recognize our own voice. We want
to write in a way that is natural for us, that grows out of the way
we think, the way we see, the way we care. But to make that
voice effective we must develop it, extending our natural voice
through the experience of writing on different subjects for
different audiences, of using our voice as we perform
many writing tasks.
”
Donald Murray,
Write to Learn
27
Discover the essence of effective writing skills through the Six Traits Plus framework, focusing on word choice, voice, organization, ideas, conventions, and presentation. Encourage students to enhance their writing by understanding the core elements that make up a well-crafted piece. Empower students to think critically and express themselves creatively through this innovative approach to writing instruction.
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Presentation Transcript
Six Traits Plus WORD CHOICE & VOICE FOCUS Lit Center Mini Lesson Fall 2013 1
A THOUGHT TO CONSIDER If people cannot write well, they cannot think well, and if they cannot think well, others will do their thinking for them. George Orwell 2
6 Traits+ Writing Not a program Not an additional task A new way of empowering/promoting students as writers Removes the burden of constantly being the editor of student work Thrusts back upon the students the task of revision Opportunity for students to engage in rigorous and relevant tasks 3
Six Traits Plus Ideas the heart of the message Organization internal structure, Voice the soul of the piece Word Choice rich. Colorful and precise language Sentence Fluency the music of the piece thread of meaning Conventions level of correctness +Presentation 4
Ideas Ideas the heart of the message What makes the essence of the composition Where we spend the bulk of our time with students Read Talk Think Requires evaluation and synthesis 5
Organization Organization internal structure, thread of meaning . skeleton of writing . Difficult trait for students- More worried about correctness than content Confusion include or not include? Genre specific issues hard to navigate Rigidity follow known format 6
Conventions Conventions level of correctness Are for the reader, a gift from the writer Where teachers expend much energy What students fear most Best taught in context of real writing and followed up with mini-lessons for specific purposes 7
Voice It is the person behind the words Flavor of a piece It is the extension of one s self in a work A bridge between the writer and his or her reader Recognized as a gift in our society 8
Reflect on a time when words impacted your life Times of Trouble Doubt Happiness Can you remember a time when words changed your way of thinking? Caused you to change your actions? Make decisions? 10
adjectives Word Choice adverb Many writers and editors feel that verbs are the most important part of speech when it comes to strengthening both voice and word choice. Verbs are the most important of all your tools. They push the sentence forward and give it momentum fail, poke, dazzle, squash, beguile, pamper, swagger, wheedle, vex. William Zinsser noun verbs 11
WHAT DO WE MEAN BY WORD CHOICE? Word choice is power We are measured by what we say almost as often as what we do Clear, precise, colorful Vivid, rich Energizing verbs Memorable images 12
WHERE DO WE SEE WORD CHOICE? In descriptive pieces and narratives to a certain degree, word choice is that which moves us beyond the general, She is nice. Get us as readers to see, experience or know an object, person, place or time, using sensory details. 13
WORD CHOICE IN NARRATIVES Structurally, a solid beginning, middle and end are foundational, so to move narratives from a simple recounting or retelling of a series of events to a story that needs to be retold, word choice becomes critical to our desire to read on and feel what the writer experienced. 14
IN EXPOSITORY WRITING Precise, technical and academic words become important to help the readers understand the knowledge of the writer about the topic. 15
IN PERSUASIVE WRITING Words, especially strong, clear verb choices become important to advance a writer s argument. All good persuasive pieces end with a call to action showcases the need for precise, powerful words. Carefully chosen words moves the reader to see one s point of view as plausible. 16
HOW DO WE HELP STUDENTS WITH WORD CHOICE? Explicit vocabulary instruction Text Talk Great Literature Read Alouds Many varied opportunities to practice with words orally and in writing Practice assessing student work samples both good and bad 17
INTERMEDIATE Experimentation with precise words, strong verbs. Incorporation of instructed vocabulary into speech and writing Development of narrative as a canvas to highlight descriptive words Movement from oral language or social register towards written or academic register 18
VOICE IS FOUND In all of the arts In the selection of the books we read In the programs we watch, the movies we see, the art we appreciate In the talks and ideas we share 20
Voice is situational Voice is context specific Imagine the difference in voice in a note: Telling an employee that he or she is being fired, and one reminding your son or daughter to pick up clothes off the bedroom floor Voice is different for each purpose and should be appropriate for the reader Voice can be present in informational text most notably through the use of metaphors 21
What stops voice? Fear afraid to let true feelings be revealed. The I don t know, I don t care attitude Our practice of always writing the same thing for the same person us! 22
How do we foster voice? READ! READ! READ! Great literature Stop students when they are reading books and ask them why they like the book Highlight how you understand what the author is like while reading text selections 23
RAFTS An acronym that stands for: Role what the student s perspective is Audience for whom the piece is being written Format how the writing will take shape Topic what the writing is about Strong Verb academic word that evokes a certain type of word use in the piece 24
RAFTS Example Role: heart Audience : Your human body Format: letter Topic: What you need to do to keep me healthy Strong verb: explaining 25
A RAFTS prompt would look like this You are your own heart and you will write a friendly letter to your body explaining what it needs to do to keep you healthy. 26
We must teach ourselves to recognize our own voice. We want to write in a way that is natural for us, that grows out of the way we think, the way we see, the way we care. But to make that voice effective we must develop it, extending our natural voice through the experience of writing on different subjects for different audiences, of using our voice as we perform many writing tasks. Donald Murray, Write to Learn 27
