Six+Traits

2) What common writing language are you using in your classroom, grade level, building, and district?
 * = Objective: = || =Essential Questions: = ||
 * ==== Develop common language to talk about the traits and craft of writing. ==== || ==== 1) How does common trait language help students and teachers talk about writing? ====

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**Traits of Writing** //The only way to raise the quality of writing in a school district is to create, share, and celebrate specific criteria for that quality// (trait) //with everybody on a regular basis// (227)//.//

~Barry Lane~ //The Reviser's Toolbox//

__**What are the 6 Traits of Writing?**__

 * Explanation of the Traits
 * Trait Posters from the Online Writing Lab

__**Trait Specific-Feed Back**__
Trait-specific feedback can be used to produce valuable revision and editing ideas for students, as well as help students and teachers grow their understanding of the trait/s in focus.

Using trait language in your Writing Response Groups is a powerful way to move writing forward. There are numerous analytic rubrics that crack trait language open and may serve as a framework for building common language in your school (ex. MI ELA analytic rubrics). __Beware__: a rubric score may serve as a proficiency gauge for students, but alone will not yield a single revision. Think more from the perspective of how analytic trait language can pave the road to meaningful talk about "writing well". Growth in writing comes as a result of conferring or engaging in **dialogic** conversations about //trait-s////pecific// areas of strengths, weaknesses, and questions (refer to Peer Reader Framework), not a numerical score.


 * Dialogic Talk is... **
 * collective
 * reciprocal
 * supportive
 * cumulative
 * purposeful

Alexander, R. //Towards dialogic teaching: Rethinking classroom talk// (3rd ed.). Cambridge, UK: Dialogos, 2006.

__Additional Tips for Student Feedback__:
 * until students have a solid understanding of each of the six traits, provide feedback on only 1-2 traits at a time (preferably traits you have just completed mini-lessons on)
 * place trait-specific comments in the margins or on a sticky note //near the text that generated the comment//
 * When responding to student writing, Ralph Fletcherencourages citing 2 Grows & 1 Glow: while reading the paper, think through the lens of the trait in focus. What two comments could you provide that would best help the student **improve** their paper in this particular trait? What positive comment could you provide in this trait (if you can't find a positive in this trait, provide a positive in any trait)?

Stems to Help Generate Understanding of Trait-Specific Feedback
Attached you will find some trait specific comments that may assist you in this process. These stems are meant to plant seeds for a reader...not an end within themselves. Keep in mind, the best comments come from questions and ideas generated while organically reading the piece or listening to the author!
 * === PDF  === ||
 * [[file:Stems_to_Help_Provide_Trait-Specific_Feedback.pdf]] ||
 * __NOTE__:

__**Required Reading**__

 * [[file:The Writers Toolbox.pdf]] || ==== Laura Harper's article, //The Writer's Toolbox: Five Tools for Active Revision Instruction,// showcases ways to strengthen writing in the various traits. ====

**Deadline:** **Tuesday, July 12th**
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__**Additional Resources**__

 * [[file:Snapshots__Thoughtshots.pdf]] || Growing ideas and voice (triangular traits) using Barry Lane's revision strategies: thoughtshots and snapshots. ||
 * = Teaching That Makes Sense || A wealth of writing resources connected to the traits of writing. ||
 * [[file:Student Writing Sample on Place.pdf]] || Student sample of writing using "place" for theme. As you read through the paper, what elements of craft are present and what trait-specific comments could you provide on "triangular trait" (ideas, organization, & voice) presence? ||