Northwest Regional Educational Laboratory Experimental Study on the 6+1 Trait ® Writing Model Presented at the 2005 ASCD Annual Conference April 3, 2005.

NorthwestRegionalEducationalLaboratory

Experimental Study on the

6+1 Trait® Writing Model

Presented at the 2005 ASCD Annual Conference

April 3, 2005

Dr. Michael KozlowNorthwest Regional Educational Laboratory

Assessment Program Director


Agenda

Overview the 6+1 Trait® Writing model and scoring rubrics

Strategies that support classroom implementation

Research Study


Discussion

What Makes ‘Good’ Writing?


The 6+1 Trait® Writing Model for Assessment and Instruction

1. IdeasIdeas are the heart of the message, the content of the piece, the main theme, together with the details that enrich and develop that theme.

2. OrganizationOrganization is the internal structure, the thread of central meaning, the logical and sometimes intriguing pattern of ideas within a piece of writing.

3. VoiceVoice is the magic and the wit, along with the feeling and conviction of the individual writer coming out through the words.


The 6+1 Trait® Writing Model forAssessment and Instruction

4. Word ChoiceWord choice is the use of rich, colorful, precise language that moves and enlightens the reader.

5. Sentence FluencySentence fluency is the rhythm and flow of the language, the sound of word patterns, the way in which the writing plays to the ear—not just to the eye.

6. ConventionsConventions refer to the mechanical correctness of the piece—spelling, paragraphing, grammar and usage, punctuation, and use of capitals.


The 6+1 Trait® Writing Model for Assessment and Instruction

+1. PresentationPresentation zeros in on the form and layout of the text and its readability; the piece should be pleasing to the eye.


The 6+1 Trait® WritingScoring Continuum

Wow! Exceeds expectations

StrongShows control and skill in this trait; many strengths present

EffectiveOn balance, the strengths outweigh the weaknesses; a small amount of revision is needed

DevelopingStrengths and need for revision are about equal; about half-way home

EmergingNeed for revision outweighs strengths; isolated moments hint at what the writer has in mind

Not YetA bare beginning; writer not yet showing control

Ideas Organization Voice Word Choice Sentence Fluency Conventions Presentation


6+1 Trait® Writing Rubric Ideas

Ideas: The heart of the message, the content of the piece, the main theme, with details that enrich and develop that theme

This paper is clear and focused. It holds the reader’s attention. Relevant anecdotes and details enrich the central themeA. The topic is narrow and manageable

B. Relevant, telling, quality details go beyond the obvious

C. Reasonably accurate details

D. Writing from knowledge or experience; ideas are fresh and original

E. Reader’s questions are anticipated and answered

F. Insight

The writer is beginning to define the topic, even though development is still basic or generalA. The topic is fairly broad

B. Support is attempted

C. Ideas are reasonably clear

D. Writer has difficulty going from general observations to specifics

E. The reader is left with questions

F. The writer stays on topic

The paper has no clear sense of purpose or central theme. The reader must make inferences based on sketchy or missing detailsA. The writer is still in search of a topic

B. Information is limited or unclear or the length is not adequate for development

C. The idea is a simple statement or a simple answer to the question

D. The writer has not begun to define the topic

E. Everything seems as important as everything else

F. The text may be repetitious, disconnected, and contains too many random thoughts

Key Question: Did the writer stay focused and share original and fresh information or perspective about the topic?


6+1 Trait® Writing Rubric Organization

Organization: The internal structure, the thread of central meaning, the logical and sometimes intriguing pattern of ideas.

The organizational structure of this paper enhances and showcases the central idea or theme of the paper; includes a satisfying introduction and conclusionA. An inviting introduction draws the reader in; a satisfying conclusion leaves the reader with a sense of closure and resolution

B. Thoughtful transitions

C. Sequencing is logical and effective

D. Pacing is well controlled

E. The title, if desired, is original

F. Flows so smoothly, the reader hardly thinks about it

The organizational structure is strong enough to move the reader through the text without too much confusionA. The paper has a recognizable introduction and conclusion

B. Transitions often work well

C. Sequencing shows some logic, yet structure takes attention away from content

D. Pacing is fairly well controlled

E. Organization sometimes supports the main point or storyline

F. A title (if desired) is present

The writing lacks a clear sense of directionA. No real lead

B. Connections between ideas are confusing

C. Sequencing needs work

D. Pacing feels awkward

E. No title is present (if requested)

F. Problems with organization make it hard for the reader to get a grip on the main point or storyline

Key Question: Does the organizational structure enhance the ideas and make it easier to read?


6+1 Trait® Writing RubricVoice

Voice: The unique perspective of the writer coming through in the piece through honesty, conviction, integrity, and believability

The writer of this paper speaks directly to the reader in a manner that is individual, compelling, and respects the purpose and audience for the writing.A. Adds interest; appropriate of purpose and audience

B. The reader feels a strong interaction with the writer

C. The writer takes a risk

D. Expository or persuasive reflects understanding and commitment to topic

E. Narrative writing seems honest, personal, and engaging

The writer seems sincere but not fully engaged or involved. The result is pleasant or even personable, but not compelling.A. Obvious generalities

B. Earnest, pleasing, safe writing

C. The voice fades in and out

D. Expository or persuasive writing lacks consistent engagement

E. Narrative writing is reasonably sincere

The writer seems indifferent, uninvolved, or distanced from the topic and/or the audience.A. No concern with audience

B. Monotone

C. Hum-drum and risk-free

D. Lifeless or mechanical

E. No point of view is present

Key Question: Would you keep reading this piece if it were longer? MUCH longer?


6+1 Trait® Writing Rubric

Word ChoiceWord Choice: The use of rich, colorful, precise language that moves and enlightens the reader

Words convey the intended message in a precise, interesting, and natural wayA. Words are specific and accurate

B. Striking words and phrases

C. Natural, effective, and appropriate language

D. Lively verbs, specific nouns and modifiers

E. Language enhances and clarifies meaning

The language is functional, even if it lacks much energyA. Words are adequate and correct in a general sense

B. Familiar words and phrases communicate

C. Attempts at colorful language

D. Passive verbs, everyday nouns, mundane modifiers

E. Functional with one or two fine moments

F. Occasionally, the words show refinement and precision

The writer struggles with a limited vocabularyA. Words are nonspecific or distracting

B. Many of the words don’t work

C. Language is used incorrectly

D. Limited vocabulary, misuse of parts of speech

E. Words and phrases are unimaginative and lifeless

F. Jargon or clichés, persistent redundancy

Key Question: Do the words and phrases create vivid pictures and linger in your mind?



Sentence FluencySentence Fluency: The rhythm and flow of the language, the sound of word patterns, the way in which the writing plays to the ear—not just to the eye

The writing has an easy flow, rhythm and cadence. Sentences are well built.A. Sentences enhance the meaning.

B. Sentences vary in length as well as structure.

C. Purposeful and varied sentence beginnings.

D. Creative and appropriate connectives.

E. The writing has cadence.

The text hums along with a steady beat, but tends to be more pleasant or businesslike than musical.A. Sentences get the job done in a routine fashion.

B. Sentences are usually constructed correctly.

C. Sentence beginnings are not ALL alike; some variety is attempted.

D. The reader sometimes has to hunt for clues.

E. Parts of the text invite expressive oral reading; others may be stiff, awkward, choppy, or gangly.

The reader has to practice quite a bit in order to give this paper a fair interpretive reading.A.Sentences are choppy, incomplete, rambling, or awkward. Phrasing does not sound natural.

B. No “sentence sense” present.

C. Sentences begin the same way.

D. Endless connectives.

E. Does not invite expressive oral reading.

Key Question: Can you FEEL the words and phrases flow together as you read it aloud?



ConventionsConventions: The mechanical correctness of the piece; spelling, grammar, and usage, paragraphing, use of capitals, and punctuation*

The writer demonstrates a good grasp of standard writing conventions (e.g., spelling, punctuation, capitalization, grammar, usage, paragraphing)A. Spelling is generally correct

B. Punctuation is accurate

C. Capitalization skills are present

D. Grammar and usage are correct

E. Paragraphing tends to be sound

F. The writer may manipulate conventions for stylistic effect; and it works!

The writer shows reasonable control over a limited range of standard writing conventionsA. Spelling is usually correct or reasonably phonetic on common words

B. End punctuation is usually correct

C. Most words are capitalized correctly

D. Problems with grammar and usage are not serious

E. Paragraphing is attempted

F. Moderate (a little of this, a little of that) editing

Errors in spelling, punctuation, capitalization, usage and grammar, and/or paragraphing repeatedly distract the reader and make text difficult to readA.Spelling errors are frequent

B. Punctuation missing or incorrect

C. Capitalization is random

D.Errors in grammar or usage are very noticeable

E. Paragraphing is missing

F. The reader must read once to decode, then again for meaning

* Grades 7 and Up Only: The writing is sufficiently complex to allow the writer to show skill in using a wide range of conventions

Key Question: How much editing would have to be done to be ready to share with an outside source?

A whole lot? Score in the 1–2 range.

A moderate amount? Score in the 3 range.

Very little? Score in the 4–5 range.



Ten Strategies To Teach Writing1. TEACH STUDENTS THE LANGUAGE they need to speak and think like writers.

2. READ, SCORE, AND JUSTIFY your scores on anonymous sample papers.

3. PRACTICE and rehearse focused REVISION strategies by: Working with a partner or small group Working on an anonymous sample Revising for one trait at a time

4. WRITE! Yes, WRITE—this means you! Write along with your students. Take a risk and share your “works in progress” with them. Ask them for revising feedback. You’ll be amazed!

5. READ, READ, READ printed material of ALL kinds to illustrate strengths and weaknesses in writing.

6. R.A.F.T.S. (Role Audience, Format, Topic, Strong Verbs) CRAFT thoughtful, explicit WRITING PROMPTS CONNECT what students know and are learning TO VARIOUS MODES of writing

7. ACTIVITIES AND FOCUS LESSONS WEAVE focused trait SKILL LESSONS INTO YOUR CURRICULUM to enhance your

writing program

8. GOAL SETTING AND MONITORING PROGRESS Teach students to set writing goals and continuously monitor their progress

9. CURRICULUM MAPPING Where do the Traits fit in your program?

10. PROFESSIONAL LEARNING TEAM: A Proven Model for Effective Instructional Improvement


Strategy 6—R.A.F.T.S. Writing Prompts

RoleAudienceFormTopicStrong Verb for Purpose


Designing R.A.F.T.S.Writing AssignmentsEffective writing assignments enable students to write fluently and purposefully for an audience. R.A.F.T.S. can help teachers identify and incorporate the elements of an effective writing assignment.

Role of the writer—helps the writer decide on point of view and voice

Audience for the piece of writing—reminds the writer that he must communicate ideas to someone else; helps writer determine content and style

Format of the material—helps the writer organize ideas and employ the conventions of format, such as letters, interviews and story problems

Topic or subject of the piece of writing—helps the writer focus on main ideas

Strong verb—directs the writer to the writing purpose, e.g., persuade, analyze, create, predict, compare, defend, evaluate


R.A.F.T.S.Classroom PromptsR—RoleA—AudienceF—FormatT—TopicS—Strong Verb

EXAMPLE:

You are Ulysses on your journey home from Troy after being (role)

gone for over ten years. Write a letter to your wife Penelope (format) (audience)

explaining why you won’t make it home for dinner, AGAIN. (strong verb) (topic)


R.A.F.T.S. Writing Prompt ExampleOver the past few years, NASA has suffered a number of severe setbacks in its development of a viable manned space program. Persistent problems with the quality of equipment have caused the delay and even cancellation of some missions. And the tragic loss of two space shuttles and their crews has caused deep public concern about the safety of the organization’s procedures.

These two circumstances have combined to create an atmosphere of distrust in the organization, and loss of confidence in the Congress that must approve the funds to keep the agency functioning.

You are Carl Sagan, the cosmologist and writer. In a letter to the Chairman of the House Appropriations Committee, convince the Chairman that more funding needs to be provided for the manned exploration of space.


R.A.F.T.S.CLASSROOM PROMPTS

R—RoleA—AudienceF—FormatT—TopicS—Strong Verb

Write your own R.A.F.T.S. assignment here.


Forms of Writing for Assignments(An incomplete listing)AdvertisementsAffidavitsAnalytical paragraphs/papersAnecdotes/storiesAnnouncementsApplicationsBibliography annotationsBiographical sketchesBlurbs: TV lists/book coversBoard games instructionsBrochuresBumper stickersCaptionsChildren’s BooksCommentariesComparison paragraphs/papersComputer programsConstitution articlesConsumer guide or reportContest entries (25 words)Contrast paragraphs/papersDebate outlines/notesDeclarationsDefinitionsDialoguesDictionary entries

Directions: guide to places, how-to, survival manuals

EditorialsE-mailEncyclopedia entriesEnvironmental impact reportsEpitaphsEulogiesExpense accounts and defenseGraffitiGreeting card or textHistorical accountsImaginative Literature: Fairy tales, myths,

novels, playsPoems: Villanelle, Haiku, SonnetsScience FictionShort storiesSongs & balladsStory beginningsIndexesInstructionsInternetInterviews (real/imaginary)IntroductionJob specificsJournal entries


Forms of Writing for Assignments, continued(An incomplete listing) Lab reportsLast wills and testamentsLegal briefsLegislationLesson plansLetters: advice, application, resignation,

informational, complaint, congratulation, from imaginary places, inquiry

Persuasive: to public officials, to the editor, recommendations

ListsMath notes/observationsMath problem solutionsMath record booksMath story problemsMemosMonologuesMottoesNews stories—paper/radio/TVOrationsPackage copyParaphrasesParodies Personalized license platePlacardsPrayersPrécisProphecies and predictionsProposals

Psychiatrists’ notesPublic noticesReaction papersRequestsResponses and rebuttalsRésumésReviews: movies, outside reading, radio/TV

programsScreenplaysSermonsShip’s logsSkitsSideshow scriptsSlogansSpecifications for reportsSpeeches: expository speeches, nominating

speechesStoryboards for animationSummariesTables of contentsTelegramsTelephone dialoguesTest questionsThumbnail sketches: content idea, famous

people, historical events, placesUmpire reportsUndercover reportsWanted postersWar communiquésWord puzzles and games


Strong Verbs for R.A.F.T.S. Assignments

Descriptive Writing

IlluminateDistinguishDefineClarifyElucidateIdentifyTraceInterpretPortray

Narrative Writing

RelateTellReflectNarrateRecountReportRecapitulateReviewRecite

Imaginative Writing

InventFabricateContriveImagineCreateFantasizeDevise


Strong Verbs for R.A.F.T.S. Assignments

Persuasive Writing

PersuadeConvinceContestUrgeArgueEncourageCajoleAdvocateInduceEntreatReasonPrevailInfluenceProve

Expository Writing

ExplainCompareContrastInformSummarizeAnnounceDelineateRecordExemplifyRevealNotifyStateEvidence


6+1 Trait® WritingTeacher’s Planning Chart

IDEAS IDENTIFY THE OBJECTIVES from the key words in the rubric.PLAN the following...... Read alouds: Examples of trait from many sources Minilessons: Modeling, practice activities, score papers Writing Skill Practice: Practice as part of team or group Evaluation: Students work on this trait in their own writing

Objective Read Alouds MinilessonsWriting Skill

PracticeEvaluation

Narrow, manageable topic

Pink and Say by Patricia Polacco—discuss theme

Read writing sample, “Earth” score/justify for Ideas trait

In a team, choose one idea from “Earth” and write a focused paragraph

Write a persona journal response to an idea of Pink and Say

Relevant, quality details

Pink and Say quickwrite an idea that resonates with you

Example of ‘show and tell’ from focus lessons

In pairs choose a topic to ‘show not tell’ and write a two paragraph piece

Use your idea from quickwrite to write a three paragraph response

Fresh, original ideas, personal knowledge or experience; insights

Reader’s questions are anticipated and answered

Designed by Roberta Young, 2002, Modified by Peter Bellamy, 2004


6+1 Trait® WritingTeacher’s Planning ChartORGANIZATION IDENTIFY THE OBJECTIVES from the key words in the rubric.

PLAN the following...... Read alouds: Examples of trait from many sources Minilessons: Modeling, practice activities, focused journal topics Sample papers: Score and revise papers for trait (group write?) Revision: Students work on this trait in their own writing

Objective Read Alouds MinilessonsWriting Skill

PracticeEvaluation

Inviting introduction; Satisfying conclusion

Thoughtful transitions

Pacing is evident

Flows smoothly; matches audience and puropse

Designed by Roberta Young, 2002, Modified by Peter Bellamy, 2004


ADVANTAGES OF ANALYTIC SCORING

Offers a broad perspective

Challenges us to think of writing in new ways

Gives us a model for responding to student’s writing

Provides vocabulary for talking with students about writing

Provides a solid foundation for revision and editing

Allows students to become evaluators


Experimental Study

Will training in 6+1 Trait® Writing affect teacher practice?

Will training in 6+1 Trait® Writing affect student performance in writing?

Conducted during 2003–2004 school year


Sample

76 classrooms (Grades 3 to 6)

One school district

Complete data for 1,592 students in 72 classrooms


Design

2x2 model with two experimental conditions (treatment and control) and two test times; applied independently at four grade levels

Random assignment of classrooms to treatment and control groups; stratified by grade

Treatment: two-day workshop on 6+1 Trait® Writing in November


Data Collection

Pretest: student writing sample collected prior to training

Posttest: student writing sample collected following six months of implementation

Classroom observations and teacher surveys (administered at the time of the posttest)


Writing Prompts

Grades 3 & 4: narrative and descriptive (prompts were randomly assigned for the pretest; students were assigned the other mode for posttest)

Grades 5 & 6: narrative and persuasive


Scoring

All writing samples were scored using a six-point holistic rubric, and six five-point analytic rubrics (six traits)

Each sample was scored by four raters, who did not know if samples were from the pretest or posttest or from the treatment or control group


Results

No significant differences in student scores between treatment and control groups at any grade


Pretest to Posttest Differences Holistic Writing Scores

Grade 3

3.90

3.573.42

3.83

3.0

3.2

3.4

3.6

3.8

4.0

4.2

4.4

Pretest Posttest

Mean Score

Mea

n Sca

le S

core

Control Group Treatment Group

Grade 4

4.244.16

3.963.89

3.0

3.2

3.4

3.6

3.8

4.0

4.2

4.4

Pretest Posttest

Mean Score

Mea

n Sca

le S

core



Pretest to Posttest Differences Holistic Writing Scores

Grade 5

3.96

4.03

3.75

3.70

3.5

3.6

3.7

3.8

3.9

4.0

4.1

4.2

4.3

4.4

4.5

Pretest Posttest

Mean Score

Mea

n Sca

le S

core


Grade 64.44

4.28

4.44

4.14

3.5

3.6

3.7

3.8

3.9

4.0

4.1

4.2

4.3

4.4

4.5

Pretest Posttest

Mean Score

Mea

n Sca

le S

core



Treatment by Test Time Interaction (All Grade Levels)

4.124.12

3.86

3.79

3.6

3.7

3.8

3.9

4.0

4.1

4.2

Pretest Posttest

Mea

n Sco

re



Treatment by Time Interaction (Grade 5 Voice)

3.66

3.84

3.67

3.68

3.6

3.6

3.7

3.7

3.8

3.8

3.9

3.9

Pretest Posttest

Mea

n Sco

res



Results for Teacher Survey(Treatment Group)

Approximately 90% of teachers reported “a great deal” or “a moderate amount” of specific instruction on the ideas, organization, and conventions

Approximately 80% of teachers reported “a great deal” or “a moderate amount” of specific instruction on the word choice and sentence fluency


Results for Teacher Survey(Treatment Group)

80% to 90% of teachers agreed that the training:

Improved their understanding of the qualities of good writing

Helped them to improve their writing instruction

Improved their ability to provide effective feedback to students

53% agreed that students could use the traits effectively for self-assessment


Treatment-Control Comparisons

More teachers in treatment group reported “very frequent” use of:

Rubrics to explain what is expected

Samples of excellent student writing

Students discussing specific features of their writing


Treatment-Control Comparisons

More teachers in the control group reported “a great deal of specific instruction” in:

generating rich ideas and content

organizing content effectively

using effective language

connecting with the reader

using conventions correctly


Limitations

Amount of training

Length of time for implementation

Treatment and control teachers in the same school


Contact

Dr. Michael KozlowAssessment Program DirectorNorthwest Regional Educational [email protected]

Copies of this presentation and the paper can be found at:http://www.nwrel.org/ASCD05

Northwest Regional Educational Laboratory Experimental Study on the 6+1 Trait ® Writing Model Presented at the 2005 ASCD Annual Conference April 3, 2005.

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