MCPSS Writing Program (K-12) - PC\|MACimages.pcmac.org/.../MCPSS_Writing_Program_k-12.pdf ·...

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MCPSS K-12 Writing Guide 8/3/2015 1

MCPSS Writing Program (K-12)

Our goal is for our students to become college- and career-ready writers by exposing every student (K-12) to

positive writing experiences that are varied in task, purpose, and audience, and that increase in complexity

and range with each grade level. According to the Alabama State Department of Education, in order to be

ready for the future, students must “have the flexibility, concentration, and fluency to produce a high-quality,

first draft text under a deadline and the capacity to revisit and make improvements to a piece of writing over

multiple drafts when circumstances encourage or require it” (69).

Writing is a key component of the English Language Arts curriculum. The anchor standards represent core

skills that will not change as the students advance; rather, the level at which students perform these skills will

increase in complexity as they move from one grade to the next. The MCPSS Writing Program is designed

to support the College- and Career-Ready (CCR) Anchor Standards for Writing.

2013 College- and Career-Ready Anchor Standards for Writing

Text Types and Purposes

1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and

relevant and sufficient evidence.

2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and

accurately through the effective selection, organization, and analysis of content.

3. Write narratives to develop real or imagined experiences or events using effective techniques, well-

chosen details, and well-structured event sequences.

Production and Distribution of Writing

4. Produce clear and coherent writing in which the development, organization, and style are appropriate to

task, purpose, and audience.

5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new

approach.

6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate

with others.

Research to Build and Present Knowledge

7. Conduct short as well as more sustained research projects based on focused questions, demonstrating

understanding of the subject under investigation.

8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy

of each source, and integrate the information while avoiding plagiarism.

9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

Range of Writing

10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time

frames a single sitting or a day or two) for a range of tasks, purposes, and audiences.

(Alabama State Department 10)


The MCPSS curriculum includes a writing program designed to help students

become college- and career-ready. In order for the writing program to succeed,

teachers must

- Provide effective instruction

Teaching students to write well is a complex task. Researchers cannot identify one single approach to

writing instruction that is effective with every learner because of the diverse backgrounds and learning styles

of students, who respond differently to various approaches. Writing education is not a singular, linear

process.

Writing instruction should be holistic, authentic, and varied. In order for writing instruction to be authentic,

teachers must discuss the process in real-world terms and create assignments that are connected with

students’ life experiences. Teachers must provide adequate time for writing projects, and evaluate them

through multiple assessment criteria. Writing assignments require a wide variety of skills. Students need to

write as individuals and in collaborative groups. They need to write with pencils and paper, and also with the

latest technological tools. They need to write in diverse genres and disciplines, and for different audiences

and purposes.

Effective instruction must follow a consistent and rigorous path. The success of the writing program depends

upon our level of fidelity as educators to speak a common language, nurture process-learning, and set high

expectations with clear indicators to measure progress.

Teachers should follow these guidelines in order to provide effective instruction:

Plan

• Create writing assignments that meet the CCRS objectives

• Create writing assignments that emphasize an integrated model of literacy

• Create writing assignments that require students to interpret and analyze

• Create writing assignments that offer students choices

• Create writing assignments that vary in length and complexity

• Create writing assignments that require students to write for a variety of situations

and audiences

• Create writing assignments that foster collaborative writing processes.

• Create multiple writing exercises, including small ones, throughout each week to

encourage the habit of writing

Teach (I Do)

• Model the writing process (including pre-writing, writing, revising, and editing)

using the think-aloud method to demonstrate the processes involved in writing

• Provide students with example of good writing from established authors, teachers,

and peers

• Note the features of various genres and present genre-specific strategies

• Use writing notebooks (Grades 2-9) as tools, rather than as requirements to fulfill

• Embed research and media skills throughout lessons, rather than as isolated

activities


• Scaffold writing instruction to maximize students’ learning

• Use inquiry-based learning to establish relevance and relationships in the classroom

setting

• Connect writing assignments to literature

• Connect writing assignments to students’ experiences

• Provide instruction in ideas, organization, voice, word choice, sentence fluency, and

conventions so students realize the importance of language in various contexts

• Use the common language of writing throughout all grade-levels

Teach (We Do)

• Provide ample in-class opportunities for writing, including timed writing

assignments

• Require students to write extensively so they can be comfortable writing in a variety

of situations and for a variety of audiences

• Incorporate peer-editing

• Conduct writing conferences with individual students

• Offer ongoing coaching and feedback

• Regularly invite students to state their opinions

• Give students practice in stating their opinions and backing them with reasons

Assess (You Do)

• Use formative assessment strategies to give students feedback on developing drafts

• Employ multiple measures, including portfolios, to provide summative assessments

• Discuss the evolution of a composition with students after their work is published to

allow students to see writing as a whole process

• Maintain student writing folders containing students’ published compositions as well

as works in progress

<blog.ecu.edu>


- Build a positive classroom community

The teacher must create an atmosphere that is conducive to writing. Building in classroom

routines, developing norms of behavior, and creating a sense of purpose are ways to foster a

classroom environment where productive learning can take place. Classroom management

plays an important role in preparing students to be respectfully engaged as they participate in

a variety of productive writing activities.

Teachers must develop consistent daily routines for writing. Classroom logistics should

provide a framework that allows students to effectively move both physically and mentally

in and out of collaborative and individual work. Teachers know that “community

encourages rich learning because of the interactions among many individuals, not the

limited, two-way exchange of ideas or information that is often the case when students fail to

form a community” (Dean and Warren 50). Writing effectively in a community requires

“meaningful interaction and deepened understandings” (Dean and Warren 50).

A positive writing environment allows multiple pathways of communication and effective

collaboration between students and teachers as the instructional activities require various

levels of partnership, cooperation, and teamwork. The responsibilities of students in the

learning process as both individuals and members of the class are reinforced daily.

In Teaching Middle School Writers, Laura Robb suggests that “when teachers create a

hopeful, trusting writing environment that shows students the teacher is their advocate and

mentor, then students’ self-confidence and willingness to take risks as writers increase”

(106). This confidence thrives in a nurturing, supportive, and engaging environment.

Students need to feel safe to share and contribute to the instructional tasks at hand.

Writing is a tool that can lead students to become life-long learners. Since our purpose for

writing is to learn, writing should not be used as punishment. The National Council of

Teachers of English (NCTE) suggests that using copy-work, sentence repetition, etc. as a

form of punishment, “distorts the principles and defeats the purposes of instruction in this

important life skill and causes students to dislike an activity necessary to their intellectual

development and career success.” Students need to enjoy writing and see it as a positive,

worthwhile, and enjoyable activity.

<cfchildren.org>


- Teach writing as a process

Writing is a process. Teachers should emphasize this and model the process for students. The writing

process guides students through the steps for producing a finished piece of writing and should entail the

recursive phrases of pre-writing, drafting, revising, editing, and publishing. When students internalize this

process approach, they are prepared to produce logical, well-written documents that convey appropriate

messages for specific audiences in personal, academic, and professional contexts.

Once a student internalizes this process, he can use it to write effectively for a variety of purposes in all kinds

of situations. Regardless of the time-frame of an assignment, all of the stages in the writing process should

be addressed. In a timed writing, students should go through all of the steps even though they may be

condensed.

<blogs.montclair.edu>

Pre-writing – Planning and gathering ideas; there are many techniques that can be used in this stage

of the process, such as free-writing, brainstorming, listing, mapping, etc.

• Consider the audience and purpose of the work

• Choose a topic

• Gather ideas

• Organize ideas

Drafting – Get ideas down on paper

• Use notes from pre-writing

• Do not worry about errors

Revising – The first stage of editing involves making changes to improve the organization, sentence

fluency, and word choice of the work

• Add details and insert new ideas

• Delete ideas that destroy unity (off-topic)

• Re-arrange elements to make them more effective


• Consider word choice and select words with the maximum impact

Editing – The final stage of editing involves careful proof-reading for proper use of conventions

• Check for grammatical errors

• Check for syntax errors, including punctuation

• Check for capitalization errors

• Check for spelling errors

Publishing and Presenting –

• Choose a format and check it carefully

• Create a final draft

• Add visuals if the format requires them

• Share with the appropriate audience

<teachersparadise.com>


- Teach the modes of writing

Expository (or Informational) Writing

Definition: According to Perdue University’s Online Writing Lab (OWL), expository essays require

students “to investigate an idea, evaluate evidence, expound on the idea, and set forth an argument

concerning that idea in a clear and concise manner.” Writers may use comparison and contrast,

definitions, examples, the analysis of cause and effect, etc. to accomplish the task.

Characteristics: Informational or explanatory writing “conveys information accurately. Writings that

exemplify this text type include summaries and instructions. The purpose of informative or

explanatory writing is to increase knowledge, explain a procedure, or explore a concept in depth”

(Writing Text Types).

OWL says that a good expository essay has

• A clear, concise, and defined thesis statement that occurs in the first paragraph of the essay

• Clear and logical transitions between the introduction, body, and conclusion

• Body paragraphs that include evidential support

• Evidential support (whether factual, logical, statistical, or anecdotal)

• A bit of creativity

• A conclusion that does not simply restate the thesis, but readdresses it in light of the

evidence provided

<mpmsschoolsupplies.com>


Narrative Writing

Definition: Narrative writing tells a story. Narratives are often fiction, based on imaginary events.

However, they may tell a non-fiction story, as in the case of memoir, biography, or auto-biography.

A narrative may be written to entertain, instruct, or inform. (Writing Text Types).

Characteristics: Because a narrative tells a story, it has a narrator, plot, setting, structure, characters,

and usually a theme, regardless of whether it is fiction or non-fiction or some combination of the

two. Narratives frequently use dialogue. A good narrative should engage the reader and make him

want to know what happens next. The sequence of a narrative should give the reader a sense of

resolution, or if not the author should have a purpose for leaving issues unresolved.

According to OWL, a narrative should include all the parts of a story

have a purpose

be written from a clear point of view

use clear and concise language, and the language should fit the setting and characters

use pronouns consistent with the narrative point of view

have an organizational structure that is established at the start of the work



• Argumentative (or Persuasive) Writing [Opinion Writing]

Definition: An argument “is a reasoned, logical way of demonstrating the writer’s position,

belief, or conclusion. The writer makes a claim and then defends that claim with information

from credible sources. Students must clarify relationships between the claim and the evidence

and address counter claims” (“Writing Text Types”). Because the complexities of the logical

reasoning involved in argumentative writing are above the cognitive ability of most elementary

students, it typically takes the form of persuasive writing (often based on opinion) in the early

grades and evolves into true argument in middle school and above. According to OWL,

argumentative writing and expository writing are similar, but differ in the amount of research

involved. Argumentative writing requires empirical research that may involve collecting data

through interviews, surveys, observations, or experiments.

Characteristics: Argument is vitally important “since it requires the writer to provide reasoned,

logical proof for a claim or assertion. The purpose of argument is to change the reader’s

thinking, move the reader to action, or convince the reader to accept the writer’s explanation of a

problem or concept” (“Writing Text Types”).

The Alabama Course of Study stresses that while each type of writing is important, teachers

should emphasize "students’ ability to write sound arguments on substantive topics and issues, as

this ability is critical to college and career readiness” (Alabama State Department 24).

OWL describes the necessary elements of argumentative writing as

a clear, concise, and defined thesis statement that occurs in the first paragraph of the

essay

clear and logical transitions between the introduction, body, and conclusion

body paragraphs that include evidential support for the thesis

evidential support (whether factual, logical, statistical, or anecdotal)

a conclusion that does not simply restate the thesis, but readdresses it in light of the

evidence provided



Descriptive Writing is utilized in all forms of writing.

Definition: According to OWL descriptive writing asks students to “describe

something – object, person, place, experience, emotion, situation, etc. This

genre encourages the student’s ability to create a written account of a

particular experience.” The goal is to create a vivid and moving picture in the

reader’s mind.

Characteristics: Descriptive writing includes vivid sensory details and precise

language that appeals to all of the reader's senses. It may paint a picture of a

person, place, or thing and the feelings it invokes through the use of figurative

language such as analogies, similes and metaphors. Descriptive writing may be

organized by order of importance, or by chronological or spatial order.

According to OWL, descriptive writing should involve

• Clear and concise language

• Vivid language

• Sensory language

• Feelings or emotions

• A clear impression of the person, place, or thing described

• Clear organization


- Teach the 6+1 Traits of Writing

As a part of the writing process, teachers and students should use the common vocabulary of the 6+1 Traits

of Writing, a research-based model of teaching and assessing writing developed by Ruth Culham. The

vocabulary is useful for writing throughout multiple disciplines and helps create consistent expectations for

what good writing looks like. The components of the writing pieces will be assessed at varied levels of

complexity in the following 6+1 areas:

Ideas

Ideas are the content of the piece – the heart of the message and the details that support it

Finding a topic

Focusing the topic

Developing the topic

Using details

Organization

Organization is the internal structure of the piece – the thread of meaning; the logical pattern

appropriate to the subject

Creating the lead

Using sequence words and transition words

Structuring the body

Ending with a sense of resolution

Voice

Voice is the soul of the piece – the tone and tenor of the writing and can only be achieved

through a strong understanding of purpose and audience

Establishing a tone

Conveying the purpose

Creating a connection to the audience

Taking risks to create voice

Word Choice

Word choice is the vocabulary the writer uses to convey meaning and enlighten the reader. It is

at its best when it includes the use of rich, colorful, precise language that moves the reader

Applying strong verbs

Selecting striking words and phrases

Using specific and accurate words

Choosing words that deepen meaning

Sentence Fluency

Sentence fluency is the structure of the sentences and the way words and phrases flow through

the piece. Sentence fluency is the sound of word patterns – the way the writing plays to the ear,

not just to the eye

Crafting well-built sentences

Varying sentence types

Capturing smooth and rhythmic flow

Breaking the rules to create fluency


Conventions

Conventions represent the piece’s level of correctness – the extent to which the writer uses

grammar and mechanics with precision

Checking spelling

Punctuating effectively and paragraphing accurately

Capitalizing correctly

Applying grammar and usage

Presentation

Presentation focuses on the form and layout – how pleasing the piece is to the eye

Applying handwriting skills

Using word processing effectively

Making good use of white space

Refining text features

(Culham 11-12)

<bayshorecommunityacademy.net>


- Teach the conventions in the context of writing

In the 6+1 Traits of Writing, Ruth Culham says that conventions include “spelling, punctuation, grammar

and usage, capitalization, and paragraphing” (214). If a writer does not follow the conventions of the

language, the audience may not receive the message he intends and his ability to communicate is diminished.

In order for students to be college- and career-ready, they must be able to communicate effectively. This

ability is “crucial in business and is listed amongst the essential requirements in most job descriptions”

(Allcock). According to 2013 Revised Alabama State Course of Study: English Language Arts, teachers

must cover the CCR standards for the Conventions of Standard English – “1. Demonstrate command of the

conventions of standard English grammar and usage when writing or speaking. 2. Demonstrate command of

the conventions of Standard English capitalization, punctuation, and spelling when writing” (12).

According to Beverly Chin, “grammar is the sound, structure, and meaning system of language. All

languages have grammar, and each language has its own grammar. People who speak the same language are

able to communicate because they intuitively know the grammar system of that language.” In order to teach

grammar effectively, teachers should begin by helping students use what they already know. Native English

speakers already know the basic conventions of English grammar. They need to learn how to transfer that

knowledge to their writing. When students realize how much they already know, their confidence increases.

This helps to build a positive learning environment.

Students learn more when they are taught grammatical skills as an integral part of the writing process. As

students revise their work, teachers “can provide grammar instruction that guides students in their attempts to

identify and correct problems in sentence structure and usage. For example, a teacher who sees that many

students are writing sentences containing misplaced modifiers can present a mini-lesson on this concept

using examples from student writing” (Chin). Ruth Culham says “the best way to teach conventions is by

example, using texts that students create” (215). When students see that the lesson is related to their writing,

and when they see an immediate improvement in their work, the conventions become much more relevant to

them. Teachers should “allow for plenty of practice, time to experiment, and opportunities to apply the new

skill in their writing” (216).

The editing process naturally lends itself to grammar instruction. Once students have written down their

ideas and developed the basic organization of their work, the teacher can guide them through exercises both

collectively and individually to address issues in their writing. In 6+1 Traits of Writing, Culham offers many

suggestions to help teach this trait. Teachers may use writing conferences, peer-editing, reading aloud,

response groups, mini-lessons on specific topics such as sentence combining or passive and active voice, and

discussions of audience and formality, along with many other strategies to help students understand the

importance of using conventions effectively.

Using common proof-reading symbols can help students edit their own papers, as well as those of their peers.


Editing and Proofreading Marks

- Provide a balance

Balanced literacy is “a comprehensive program of language arts acquisition. It contains all of the components

necessary for students to master written and oral communication” (Bennett). Creating an effective balance

involves combining research-based, classroom-tested best practices of reading and writing into a recursive

strategy for engaging with and creating text. The balance of reading and writing guides students to activate

prior knowledge, ask and answer questions, infer and imply, develop vocabulary, make meaning, as well as,

evaluate, synthesize, and apply new information as readers and writers. Creating this balance involves

reading and writing to learn, modeling, thinking aloud, and using a variety of types of written responses to

reading selections.


Balance in a literacy program “is most effective when children are given direct instructional support and a

variety of daily reading and writing experiences that are needed in the complex process of becoming

independent readers and writers” (Bennett). Maintaining such a balance requires teachers to use class time

wisely. Students in a language arts class should spend the majority of their time reading, writing, speaking,

and listening. These activities should be done individually, and in both small and large collaborative groups.

Achieving this balance is an important part of language arts instruction. The goal is to prepare students for

the future. They must be “must be proficient as readers, writers, and speakers to be successful, contributing

adults and lifelong learners” (Bennett).

The teacher must also create a balance between teacher support and student autonomy. The balance must

include explicit instruction to support the students as they strive for success, but it must also include a myriad

of opportunities for students to practice the skills and develop the concepts they have learned. This requires

collaborative and independent practice.

A literacy balance can be reached through many best-practice instructional strategies.

• The Gradual Release of Responsibility Model (GRR)

This model provides a way for teachers to transfer responsibility for learning to the students

themselves by providing them with the necessary supports to reach this goal. The essential elements

of this model include establishing clear learning objectives, modeling, collaborative work, guided

instruction, independent practice, and teacher feed-back. This strategy uses the “I do, we do, you

do” model.

(<teachingitforward.wordpress.com>)


The components of GRR include the following components –

• Focus Lesson – The teacher demonstrates, models, and shares his or her thinking with

students. He introduces the concept, strategy, or skill students are expected to learn. The

teacher should demonstrate high expectations for the students.

• Guided Instruction –Putting students in the proper groups is a key to the success of guided

instruction. Based on formative assessments, the teacher divides students into small groups

and gives need-based instruction to each group. This allows teachers to monitor the needs of

the students, differentiate the instruction, adjust the level of instruction, and monitor the

progress of each student.

• Collaborative Learning – The students work together to improve their understanding of the

concepts presented in the lesson. The teacher must establish a structure to guide group

interactions (such as assigning roles, rotating tasks, etc.) and must provide specific goals and

requirements for each group. Students should discuss ideas, consolidate information, engage

in inquiry, and apply the information they have learned in new situations.

• Independent Learning – Each student engages with the material independently to apply what

he has learned through the focus lesson, guided instruction, and collaborative learning. This

allows students to practice their reading and writing skills while engaged in a specific task.

Students should feel confident in achieving the goal after they have completed the previous

steps in the lesson. The teacher can confer with individual students for remediation,

clarification, or enrichment during this time.

Writing Workshop Model

This model consists of three main components – teaching time, writing time, and sharing time. Each

of these elements is important, but more time is spent on actual writing than on anything else. The

stages of the workshop are deliberately predictable in order to give the students a comfortable setting

to explore their writing abilities. A successful writing workshop requires an uninterrupted period of

45 to 60 minutes. In a 45 minute period, 10 minutes would be dedicated to the teaching time in the

form of a mini-lesson. A 25 minute writing time would follow, and then there would be 10 minutes

of sharing. This specific time frame empowers students since they know exactly what to expect, and

they can meet the challenge they are given within this time-frame.

• Mini-Lesson – A mini-lesson is a brief, focused session in which the teacher provides

explicit instruction in an element of the writing process or one of the traits of writing, such

as conventions, sentence fluency, word choice, etc. The teacher may decide to introduce a

pre-writing technique or a proofreading strategy. He may demonstrate specific elements of

the writing workshop, such as peer-editing. He may show examples of good writing, such as

writing with a clear voice, or a unique, effective organizational strategy. He may model

writing for the students, since “the best way to teach children how to write is to show them

what writers do” (Rog 3). According to Laura Rog, a mini-lesson may follow the following

pattern:

• “Introduction links the mini-lesson to prior learning and explicitly introduces the

lesson goal.

• Instruction explains the strategy, usually through teacher modeling.


• Guided Practice offers the students an opportunity to try out the strategy with

support.

• Independent Application asks students to try the strategy on their own” (4).

Rog also reminds teachers that because the lesson time is brief, it should be clear and concise

and make an impact on students. She offers these eight tips in order to make the mini-lesson

a success.

1. Use formative assessments to guide instruction

2. Keep the explanations brief

3. Focus on one learning goal per lesson

4. Give students an explanation of what they will learn in the lesson

5. Start by connecting the lesson to prior knowledge

6. Be explicit and direct in the instruction

7. Maintain high expectations and hold students accountable for learning

8. Re-teach as necessary

• Independent Writing – Writing time should occupy the largest portion of the workshop. Rog

explains that students can work on self-selected writing assignments or guided writing tasks.

No matter what piece the students work on, they “should be expected to try out what they

learned in the day’s mini-lesson. This expectation may entail revisiting a finished draft,

integrating their learning into a work in progress, or starting a new piece of writing” (Rog 6).

Sometimes the writing period may be silent, but other times writers may want to confer with

a writing partner, collect ideas from others, or clarify their thinking through discussion. If

this time is used effectively, students should develop a sense of responsibility for their own

learning. It is important for students to understand that they are never finished with the

writing workshop. Students should create a work, revise and edit it, finish it, and start a new

work. Students need to keep their work organized – perhaps sections in their folders should

include writing ideas, works in progress, and finished drafts.

Students may keep a writing log chart in the front of the folder to keep them on track.

Writing Log

Dates What I Plan to Work on Today What I Got Done Today


During the independent writing time, students may be involved in a variety of writing

conferences. Conferences may be between an individual student and the teacher, a small

group of students and the teacher, a small group of students, or two individual students. Rog

suggests TAG conferences, which she says may be used to “improve the clarity and

effectiveness of a piece of writing. TAG is an acronym: Tell something you like, ask

questions, and give advice” (10). During the tag conferences, the teacher or peers may ask

What do you mean by….?

Is this word the best choice for …?

Would dialogue help with …?

Why did you insert this detail in…?

Is this the best sentence structure for…?

Does this word express the feeling you want in…?

Should you explain how…?

Will this clarify the question of…?, etc.

Sharing Time – Ending with sharing time can bring closure, offer time for reflection, and

provide time for celebration. Sharing can be formal or informal – consisting of reading to a

peer or small group, reading to the class, or even publication in a class literary magazine.

Sharing time provides an opportunity for students to practice speaking and listening skills or

to interact with technology. Students should be proud of the pieces they choose to share and

this should be a positive element in the writing workshop.

RAFTS Model

RAFTS is an acronym for:

• R – Role of the writer – helps the writer decide on point of view and voice

• A – Audience for the piece of writing – reminds the writer that he must communicate ideas

to someone else which helps the writer determine content and style

• F – Format of the material – helps the writer organize ideas and employ format conventions

for letters, interviews, story problems, and other kinds of writing

• T – Topic or subject of the piece of writing--helps the writer to zero in on main ideas and

narrow the focus of the writing

• S – Strong verbs – directs the writer to the writing purpose, for example to persuade,

analyze, create, predict, compare, defend, or evaluate, and thus direct the "action" of the

writing

This model is a writing strategy that motivates and encourages creative and divergent thinking. It

can be used to initiate student writing. Each letter represents one aspect of writing that the

student should carefully consider and use in the composition. Teachers can use the RAFTS

acronym to prompt student writing in in response to a lesson in literature or in any other

content area. This model allows teachers to truly check students’ understanding because it invites

them to respond from a perspective other than their own.

When following the RAFTS model, students:

• take on a particular role (doctor, historian, animal, shoe, bus driver, etc.)

• create a product for a targeted audience (patients, professors, manufacturers, athletes,

writers, etc.)

• use a particular format (writing, drawing, acting, etc.)

• work on a topic that is important (big idea, essential question, theme, etc.)


Before using this technique with students, teachers should

• Develop a variety of RAFTS examples to model the strategy for students

• Identify a particular lesson that would work well with the RAFTS model

• Provide students a RAFTS template

Examples of RAFTS:

Role Audience Format Topic Strong Verbs · writer · artist · character · scientist · adventurer · inventor · juror · judge · historian · reporter · rebel · therapist · journalist

· self · peer group · government · parents · fictional

character(s) · committee · jury · judge · activists · immortality · animals or

objects

· journal · editorial · brochure/ or

booklet · interview · video · song lyric · cartoon · game · primary document · critique · biographical

sketch · newspaper article

· issue relevant to the text or time period

· topic of personal interest or concern for the role or audience

· topic related to an essential question

(These vary by grade level and subject)

Sample RAFTS Template:

RAFTS Writing Template

Role: Audience:

Format: Topic:

Writing Assignment


Sample RAFTS Rubric:

Criteria

4 Excellent

3 Good

2 Average

1 Needs Work

0 Not Present

Role: How well did you sound like the person in whose voice you were writing?

Audience: How well did you acknowledge the people or person for whom the writing was intended?

Format: How well did the writing take the shape of what was expected?

Topic: How well did you prove you’ve learned the content expected by the assignment?

Strong Verbs: How well did you use strong, vivid verbs?

Total:


- Teach Writing Across the Curriculum (WAC)

Writing well is an essential part of preparation for college and careers and is a crucial life skill. People

communicate through many forms of writing in today’s technological world. Texts, emails, and posts on

social media are part of daily life for many people. Regardless of the career field students choose to enter,

they will be expected to write coherently and concisely on a variety of subjects. Writing should not be

confined to the language arts classroom.

Writing requires people to process information and offers many benefits including

Aiding retention – it is a form of active learning that helps people understand and remember

material

Increasing depth of knowledge on a subject – it helps students master specialized vocabulary

and understand concepts related to the curriculum

Developing critical thinking skills – it helps students learn to organize their thoughts and

express themselves clearly and concisely

Promoting independent thinking – it helps students think for themselves (Dalporto).

Students need to write in every course they take. The basic principles of WAC are

“Writing promotes learning

Integration of writing and the writing process promotes student participation, a diversity of

student voices, and engage students as critical thinkers while promoting their texts as

important resources and thinking tools

Effective writing instruction integrates disciplines

The opportunity to write in every class develops good writers

Using writing as part of instruction can be used in every classroom

Only by practicing the thinking and writing conventions of an academic discipline will

students begin to communicate effectively within that discipline” (Palmquist, et al.).

The following excerpt from the Michigan Department of Education’s publication Writing Across the

Curriculum details the importance of writing in all disciplines.

Including writing in instruction has short- and long-term benefits. In the

short term, students and their teachers are better able to appraise how

well they grasp information and where deeper elaboration of key

concepts is needed. Students are able to take small pieces of content and

analyze them looking for patterns and connections. In the long run,

students who use writing as a technique to learn content develop their

skills as thinkers. Organization, summary, and analysis of content

become easier for students, producing richer understandings. Students

become more practiced at using writing to communicate their learning

and thinking.

Writing is used to initiate discussion, reinforce content, and model the

method of inquiry common to the field. Writing can help students

discover new knowledge—to sort through previous understandings, draw

connections, and uncover new ideas as they write.

Writing-to-learn activities encourage the kind of reflection on learning

that improves students’ metacognitive skills. The key to effectively using


writing activities in every subject lies in matching the right activity to the

learning situation. As you select writing strategies, ask yourself: “How

well suited is this task for the objective the students are learning?” “Does

this strategy fit my students’ abilities and needs?” “Will this strategy

complement the way my students will be assessed on content later?”

Assigned writing in all classes and courses helps students keep their

writing skills sharp. Students become better readers, thinkers, and

learners in a discipline by processing their ideas through writing. Writing

assigned across the curriculum also helps students prepare for the day-in

and day-out communicative tasks they'll face on the job, no matter what

the job is. Equally important, students need to learn about how writing is

used within a discipline; and utilizing many different kinds of writing

assignments gives students practice with a variety of disciplinary forms

and conventions (2).

In every discipline, students can use writing both to learn and to demonstrate knowledge. Writing-to-learn

strategies use writing as a method to help students engage in the lesson and develop an understanding of

concepts and ideas. Writing-to-demonstrate-knowledge strategies allow students to demonstrate what they

have learned by giving them an opportunity to synthesize information, explain concepts, and apply their

understanding of ideas. Although the content will differ based on the course objectives, there are common

strategies that can be used for these purposes.

The following suggested activities can be used for writing across the disciplines –

Write to Learn:

• Learning logs

• Journals

• Word problems

• QAR logs (Question, Answer, Relationship)

• Quick writes

• RAFTS

• Note taking (Cornell Notes, etc.)

• Strip stories

• Mapping, webbing, using Venn diagrams (or other graphic organizers)

• Entrance and exit slips

• Synthesizing

• Cause and effect charts

• Open response logs

• Bell-ringer writing

Write to Demonstrate Knowledge:

• Essays

• Position papers

• Written responses

• News reports

• Short stories

• Create word problems

• Process writing

• Research reports

• Children’s books


• Biographies

• Exit slips

- Assess Appropriately

Everyone agrees that students must learn to write well to become college- and career-ready. The ability to

express themselves clearly, coherently, and logically through writing offers students greater access to higher

education, an abundance of skills necessary for success in the workplace, and a set of tools required to

participate in all areas of society as productive, literate citizens. Convincing people that writing is important

is not difficult. The difficulty lies in determining the ways in which student writing should be assessed.

Formative writing assessment should be used regularly as a tool for students to improve the caliber of their

writing, but also for teachers to improve the quality of their instruction. In their position statement on

writing assessment, the National Council of Teachers of English (NCTE) says that writing assessment should

reinforce good teaching practices and should be understood clearly by teachers and students. Students

should use the feedback they receive not only to improve in their areas of weakness, but also to enhance their

areas of strength. Evaluating the writing process is as important as evaluating the final product.


In their position paper on writing assessment, the NCTE set forth these five principles:

Writing assessment is used primarily as a means of improving teaching and learning. The

primary purpose of any assessment should govern its design, its implementation, and the

generation and dissemination of results.

Writing is by definition social. Learning to write entails learning to accomplish a range of

purposes for a range of audiences in a range of settings.

Any individual’s writing ability is a sum of a variety of skills employed in a diversity of

contexts, and individual ability fluctuates unevenly among these varieties.

Perceptions of writing are shaped by the methods and criteria used to assess writing.

Assessment programs should be solidly grounded in the latest research on learning, writing,

and assessment.

Establishing a comprehensive system for assessing writing requires the use of both formative and summative

assessments designed to systematically measure student achievement and to monitor the students’ mastery of

critical writing skills. The 6+1 Traits of Writing offers teachers and students a shared vocabulary for

describing the qualities of writing. This common language provides students a framework in which to assess

their own writing, as well as a way for teachers to offer students precise feedback on their performance.

Students feel more in control of their own work when they can evaluate their own performance based on

specific criteria. This allows them to set goals for themselves, to take ownership of their strengths and

weaknesses, and to become more confident in their own abilities. Teachers, parents, and students are all

encouraged when they are able to see progress in students’ writing.

Writing is a process, and so is writing assessment. There are many forms of assessment, and teachers should

use a variety of them. Peer-editing, writing workshops, writing conferences, collaborative writing, and many

other types of assessment can help students improve their writing.

The University of Nebraska-Lincoln offers the following suggestions for assessing student writing –

Be sure to know what you want students to be able to do and why

Assignments and the learning goals associated with them should be clear to teachers

and students. The feedback provided on each assignment should address the goals to

determine if they were met. The learning goals and methods of assessment should

be considered when creating a writing assignment.

Plan and implement activities that support students in meeting the learning goals

Activities and assignments should lead students to master the objectives of the

course

Begin giving feedback early in the writing process

Students should receive multiple types of feedback. Peer-editing, writing

workshops, and other types of formative assessments should be used so students

have many opportunities to improve their skills as they strive to reach the learning

goals.

Structure opportunities for feedback at various points in the writing process

Students need feedback as they go through the writing process. Feedback should not

simply be given as a grade when the writing is complete.

Be open with students about your expectations and the purposes of the assignments

Students need to have a clear understanding of what they are trying to accomplish.

Teacher should unpack the standards students are expected to master at the

beginning of each assignment. Students should understand the goal and know the


method that will be used for assessment. Collaboratively creating rubrics may allow

students to demonstrate their clear understanding of their task. Modeling can be an

important element in the writing process.

Do not burden students with excessive feedback

If the teacher comments on every single element of a piece of writing, a student may

feel overwhelmed and unequal to the task before him. He may be uncertain about

where he should begin his revisions. Teachers should keep the learning goals in

mind and focus on those elements. This gives students a clear direction in the

process of reaching the objectives.

Provide opportunities for peer editing

Peer editing is a vital part of the writing process. As students look at their

classmates’ writing, they get a new perspective on their own work. As students

become comfortable in their roles as “teachers,” they will begin to recognize their

own errors. Peer editing can be done with a partner, in small groups, or even

together as a class.

Allow students to maintain control over their papers

When teachers suggest options or alternatives and allow students to think critically

to make improvements to their writing, they take ownership of the learning goals

Keep the goals in mind

As students work through the writing process, help them to keep the objectives in

mind. Teachers should remember that the overall goal is to produce college- and

career-ready students who will go on to become literate, productive citizens.

Rubrics are useful tools in writing assessment. Teachers should give them to students so they can clearly see

what is expected of them. They can use those expectations to guide their writing and can refer to them as

they revise and edit. Teachers and students can create rubrics collaboratively so students can take ownership

of an assignment. Generic rubrics are useful, but sometimes a writing assignment may need to be assessed

by a rubric that is specifically made for the learning goals of that particular task.

The 6+1 Traits rubric can be adapted to assess a wide variety of assignments.

Six Traits Writing Rubric 6

Exemplary

5

Strong

4

Proficient

3

Developing

2

Emerging

1

Beginning

Ideas &

Content

main theme

supporting details

Exceptionally

clear, focused,

engaging with

relevant, strong

supporting detail

Clear,

focused,

interesting

ideas with

appropriate

detail

Evident main

idea with some

support which

may be general

or limited

Main idea

may be cloudy

because

supporting

detail is too

general or

even off-topic

Purpose and

main idea may

be unclear and

cluttered by

irrelevant

detail

Lacks central

idea;

development is

minimal or

non-existent

Organization

structure

Effectively

organized in

Strong order

and structure

Organization

is appropriate,

Attempts at

organization;

Lack of

structure;

disorganized

Lack of

coherence;

confusing


introduction

conclusion

logical and

creative manner

Creative and

engaging intro

and conclusion

Inviting intro

and satisfying

closure

but

conventional

Attempt at

introduction

and conclusion

may be a “list”

of events

Beginning

and ending not

developed

and hard to

follow

Missing or

weak intro and

conclusion

No

identifiable

introduction or

conclusion

Voice

personality

sense of audience

Expressive,

engaging, sincere

Strong sense of

audience

Shows

emotion:

humour, honesty,

suspense or life

Appropriate

to audience

and purpose

Writer behind

the words

comes through

Evident

commitment to

topic

Inconsistent

or dull

personality

Voice may

be

inappropriate

or non-existent

Writing may

seem

mechanical

Writing tends

to be flat or

stiff

Little or no

hint of writer

behind words

Writing is

lifeless

No hint of the

writer

Word Choice

precision

effectiveness

imagery

Precise,

carefully chosen

Strong, fresh,

vivid images

Descriptive,

broad range of

words

Word choice

energizes

writing

Language is

functional and

appropriate

Descriptions

may be

overdone at

times

Words may

be correct but

mundane

No attempt at

deliberate

choice

Monotonous,

often

repetitious,

sometimes

inappropriate

Limited

range of words

Some

vocabulary

misused

Sentence

Fluency

rhythm, flow

variety

High degree of

craftsmanship

Effective

variation in

sentence patterns

Easy flow

and rhythm

Good variety

in length and

structure

Generally in

control

Lack variety

in length and

structure

Some

awkward

constructions

Many similar

patterns and

beginnings

Often choppy

Monotonous

sentence

patterns

Frequent run-

on sentences

Difficult to

follow or read

aloud

Disjointed,

confusing,

rambling

Conventions

age appropriate,

spelling, caps,

punctuation,

grammar

Exceptionally

strong control of

standard

conventions of

writing

Strong

control of

conventions;

errors are few

and minor

Control of

most writing

conventions;

occasional

errors with

high risks

Limited

control of

conventions;

frequent errors

do not

interfere with

understanding

Frequent

significant

errors may

impede

readability

Numerous

errors distract

the reader and

make the text

difficult to

read

Comments: Final Score: /

- Use technology

To be ready for college, careers, and daily life in a technological society, students need to be able to gather,

comprehend, evaluate, and synthesize information and ideas. As adults, they should be able to conduct

original research in order to answer questions or solve problems, and to analyze and create texts in media

forms old and new. The need to be able to produce and consume forms of media is embedded into every

aspect of today’s world. These research and media skills must be embedded in the curriculum and taught as

a part of the standards.

The Alabama Course of Study Writing Standards for 6th grade asks students to “explore a variety of digital

tools to produce and publish writing, including in collaboration with peers” with guidance from adults. In


11th and 12th grades, students are asked to utilize technology to “produce, publish, and update individual or

shared writing projects in response to ongoing feedback.” The students' technological skills should advance

as they learn and grow in every area.

Technological advances cannot replace the need to write well, but the wide variety of technological tools

available today can make the writing process easier and more enjoyable for students. Teachers should use

the tools and methods that best fit their students’ interests and needs. Some of the following suggestions may

be helpful to students as they improve their grammar and writing skills. Teachers need to help students

understand the importance of writing and help them see that becoming better writers can be beneficial to

them in the future. Teachers want to create life-long learners, and writing is a big part of learning.

These ideas from “10 Ideas for Using Technology to Teach Writing” on the website @Teachthought can

enhance writing instruction in the classroom.

Make writing a multimedia experience

Today, there are hundreds of free multimedia tools that teachers can use in conjunction with

writing assignments in order to challenge and engage students. Students can write poetry and

combine their work with video illustrations. They can write scripts and create short films or

write stories and animate them. Even though some programs and equipment may not be free,

they may be worth the investment because many students enjoy being creative and using these

tools. These students may actually be more willing to work harder, make revisions, and create

better products than they would without the use of multimedia tools.

Use technology to collaborate on writing projects

New technology makes it easier than ever for students to collaborate on just about anything,

including writing projects. There are many cloud-based applications that students can use from

remote locations. Even free products like Google Drive can allow students to work together on

projects, and allow both teachers and students to provide useful feedback as a part of the writing

process. While there are numerous platforms that allow for collaboration, Google has partnered

with Writing for Teens, to create a tutorial and other useful materials to make collaborative

writing with the web-based service easier and more productive.

Use blogs

Blogs allow students to create writing geared toward a wider audience than the teacher alone.

When students realize they are writing for others, they often produce work that is quite different

from their typical essays and journal entries. A number of education-centered blogging sites

provide security and address safety issues parents might have, yet allow students to craft web-

ready writing. On these sites, students can work together to create a classroom blog or work

independently to develop a blog on a given topic. It is important for students to learn these

digital writing skills because many of them will be required to do similar things in their future

careers. Many students like to share their writing through a blog, so this tool can help motivate

reluctant writers.

Compose on a tablet

Tablets are becoming a standard tool in today’s classrooms, and writing has not been exempt

from their influence. Research supports the use of tablets as a recent study found that students

who had access to a tablet in their classrooms were 6% more likely to pass a state reading exam

and 8% more likely to pass a state writing exam. Tablets offer an easy way for students to share

their own witting and to view other students' work. Tablets can also be loaded with apps that can

help students practice grammar with targeted exercises, translate their writing into other media,

or work together with classmates on a variety of projects.

Utilize Common Core web tools.

As Common Core standards begin to be applied to schools in most states, many teachers are

looking for ways to help students tackle the new writing guidelines delineated by Common Core,

many of which focus heavily on non-fiction writing. Common Core may not be nationwide yet,


but there are already useful tech tools that teachers can use to teach students writing within the

new guidelines. One such site is StudySync, which offers a rich assortment of tools that can be

useful in helping teachers adapt to new standards by providing digital books, offering weekly

writing practice, including peer review opportunities, and incorporating multimedia writing

lessons. Web tool can benefit students at all levels as they strive to improve their skills and learn

to enjoy expressing themselves through writing.

Find a real world application

Experts suggest that teachers can facilitate greater student engagement through emphasizing the

real-world purpose of student writing. Students do a great deal of their communication with

others through the internet, therefore teachers should use this valuable tool to demonstrate the

ways in which skills learned in the classroom can be used in the students' lives. Students can

compare and contrast products, write short essays detailing their positions on a particular issue,

or even build research-based websites that can inform and educate readers.

Use technology to publish student work

When students are proud of the work they have done, they love to see it published. Additionally,

knowing something will be published for others to see can motivate students to produce better

work from the start. In addition to the school's website or blog teachers can use a variety of

online publication tools to promote student work. Google Drive and Zoho Writer make it

possible for students to transform a writing assignment into a webpage, and through Yudu and

Issuu teachers and students can compile the work into newsletters or e-books. These options,

along with many others in the constantly changing world of technology, can increase the

students' interest in writing.

The importance of writing as a life skill

Writing is not simply a skill to be used in English classes. It is vitally important. All MCPSS students need

to write well when they graduate and go on to colleges and careers.

This list from Rebecca Nowacek at Marquette University expresses the importance of writing well –

“Writing is the primary basis upon which your work, your learning, and your intellect will be

judged—in college, in the workplace, and in the community.

Writing expresses who you are as a person.

Writing is portable and permanent. It makes your thinking visible.

Writing helps you move easily among facts, inferences, and opinions without getting confused—

and without confusing your reader.

Writing promotes your ability to pose worthwhile questions.

Writing fosters your ability to explain a complex position to readers, and to yourself.

Writing helps others give you feedback.

Writing helps you refine your ideas when you give others feedback.

Writing requires that you anticipate your readers’ needs. Your ability to do so demonstrates your

intellectual flexibility and maturity.

Writing ideas down preserves them so that you can reflect upon them later.

Writing out your ideas permits you to evaluate the adequacy of your argument.

Writing stimulates you to extend a line of thought beyond your first impressions or gut

responses.

Writing helps you understand how truth is established in a given discipline.

Writing equips you with the communication and thinking skills you need to participate

effectively in democracy.

Writing is an essential job skill.”


<meetville.com>

Works Cited

Alabama State Department of Education. 2013 Revised Alabama State Course of Study: English Language

Arts. Montgomery: State of Alabama, 2013. Alabama Learning Exchange. 2013. Web. 18 May

2015.

Allcock, Jenna. “Why Your Spelling and Grammar Can Ruin Your Job Hunt.” Undercover Recruiter. Link

Humans. 2015. Web. 21 July 2015.

"Assessing Student Writing." University of Nebraska-Lincoln Writing Center. University of Nebraska-

Lincoln. 2015. Web. 16 May 2015.

Bennett, Carol. “What Is Balanced Literacy?” WRESA: The Western Region Education Service Alliance.

WRESA.org. June 2015. Web. 21 July 2015.

Chin, Beverly Ann. “The Role of Grammar in Improving Student’s Writing.” University of Wisconsin-

Platteville. University of Wisconsin-Platteville and The Board of Regents - University of

Wisconsin System. 2015. Web. 16 May 2015.

Culham, Ruth. 6 + 1 Traits of Writing. New York: Scholastic, 2003. Print.

Dalporto, Deva. “Writing Across the Curriculum: What, How and Why.” We Are Teachers. We Are

Teachers. 2015. Web. 21 July 2015.

Dean, Deborah, and Adrienne Warren. “Informal and Shared: Writing to Create Community.” English

Journal 101:4 (2012): 50-54. Print.

Michigan Department of Education. Writing Across the Curriculum: V.1.08. 2015. Print.

National Council of Teachers of English (NCTE). Position Statement: Resolution on Condemning the Use


of Writing as Punishment. Detroit: NCTE Annual Business Meeting, 1984. Web. 18 May 2015.

National Council of Teachers of English (NCTE). Writing Assessment: A Position Statement. Conference

on College Composition and Communication. Washington, D. C.: CCCC Executive Committee,

November 2014. Web. 18 May 2015.

National Governors Association Center for Best Practices, Council of Chief State Officers. Common Core

State Standards English Language Arts &Literacy in History/Social Studies, Science, and Technical

Subjects. Washington, D. C.: National Governors Association Center for Best Practices, Council of

Chief State School Officers. 2010. Web. 16 May 2015.

Nowacek, Rebecca. “What Makes Writing So Important.” Marquette University Writing Center. Marquette

University. 7 July 2011. Web. 21 July 2015.

Palmquist, Mike, et al., eds. The WAC Clearinghouse. Colorado State University. 2015. Web. 21 July

2015.

The Purdue OWL. Purdue University Writing Lab. 2010. Web. 21 July 2015.

Robb, Laura. Teaching Middle School Writers: What Every English Teacher Needs to Know. New

Hampshire: Heinemann, 2010. Print.

Rog, Laura Jamison. Marvelous Mini-lessons for Teaching Intermediate Writing, Grades 4-6. Newark, DE:

International Reading Association, 2011. Print.

Rosenshine, Barak. “Principles of Instruction – Research Based Strategies That All Teachers Should Know.”

American Educator. Spring, 2012: 12-39. Print.

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“Writing Text Types.” Baltimore County Public Schools. Baltimore County Public Schools. 19 June 2015.

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