T h e W r i t i n g P r o c e s s

Writing
in
Bozeman
Public
Schools
–


 









The
Writing
Process,
Step
Up
to
Writing®,
and
6+1
Traits®

 The Writing Process When you read a book...
Author: Melvin Mason
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Writing
in
Bozeman
Public
Schools
–


 









The
Writing
Process,
Step
Up
to
Writing®,
and
6+1
Traits®



The Writing Process When you read a book, you do not see the process the author used to write it. What you see may reflect many revisions prior to the final draft you read in print. The writing process used as a basis for effective writing is often divided into five stages. Most writers move back and forth through these stages; however, there is no one correct way to write.

Based
on
Harcourt
School
“Understanding
the
Writing
Process.”


Draft
Updated
3/10/09




Page
1
of
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Writing
in
Bozeman
Public
Schools
–


 









The
Writing
Process,
Step
Up
to
Writing®,
and
6+1
Traits®

 “Children
learn
to
write
by
writing,
and
we
are
most
helpful
to
them
when
 we
appreciate
and
encourage
their
best
attempts.”
 




























































































































Regie
Routman


Scope
and
Sequence
(under
design)
 Writing is an essential component of all content areas throughout a child’s K-12 education and should be taught within the context of every content area and practiced through multiple experiences each year. In all grades students learn to write creatively to delight the imagination, focusing on appropriate use of symbols and letters. Grades K-1 focus on creating writers who tell stories using organization appropriate for the mode of writing. Grades 2-3 focus on writing narrative, expository and poetic pieces that utilize appropriate organizational structure, conventions, and words while beginning to develop voice (see 6+1 Traits). In grades 4-12 students continue to practice narrative, expository and poetic writing while expanding into the area of persuasive writing.

Rationale
 Bozeman
Public
Schools
uses
Step
Up
to
Writing
and
6+1
Traits
programs
as
complementary
tools
for
teaching
the
 writing
process,
organizational
strategies
for
effective
writing
and
assessment
of
writing
in
order
to
create
common
 expectations
and
vertical
alignment
across
the
district.

Together,
these
two
programs
create
common
writing
language
 across
the
district
in
all
classrooms
and
content
areas
with
the
following
benefits:
 •





Consistent,
developmentally
appropriate
writing
instruction,

 • Easy
vertical
movement
from
grade
to
grade
within
the
district
due
to
 •





Clear
writing
strategies
for
all
students,
 •





Clear
writing
methods
for
all
teachers,

  Clear
guidelines
for
assessment
of
writing.


Commonly Used Types of Writing We write in our daily lives for a variety of reasons, both formally and informally, addressing different audiences and various purposes. Following is an overview of some commonly used types of writing addressed as one component of creating and enhancing the culture of writing across all curricular areas, grade levels and courses. The Step Up To Writing process and strategies combined with the Six Traits of Writing elements are used for instruction in the organization of writing and assessment in each of these types of writing. • Narrative writing: recounts a personal experience or story and always includes characters, setting, and plot (examples: novel, short story, journal). • Descriptive writing: creates vivid images in the reader’s mind and uses “just right” details to paint “word pictures” (examples: menu, travel brochure, poster). • Expository writing: informs, explains, clarifies, or defines (examples: research paper, essay, report) • Persuasive writing: informs and attempts to convince the reader to take the same stand (examples: movie review, restaurant critique, letter to the editor, editorial). • Technical writing: presents specialized/researched information, but the fact that it is technical does not mean it has to be flat and dull (examples: a VCR manual, a driver’s manual, a legal document, a cookbook). • Business writing: provides information in a way that is clear, well organized, efficient and usually answers a question, summarizes work completed, or proposes new strategies (examples: memo, proposal, long range plan, business letter).



Draft
Updated
3/10/09




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2
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Writing
in
Bozeman
Public
Schools
–


 









The
Writing
Process,
Step
Up
to
Writing®,
and
6+1
Traits®



The Step-Up-To-Writing program has been adopted to help improve the writing skills of all students, regardless of ability level, through careful attention to organizational structure and deliberate consideration of the information presented in the writing. It provides multiple means of teaching students about writing process, critical thinking and reading comprehension through a common language for all as we consider the integrated nature of writing.


 
 
 
 
 
 
 
 
 
 


Topic
Sentence












•
Green
means
“go.”
 
 
 
 •
Green
asks
the
writer
to
decide:
 
  “What
am
I
going
to
explain?”
  “What
information
will
I
share?”
  “What
am
I
going
to
prove?”







 



 



 








Reason/Details/Facts



 



 






•
Yellow
means
“slow
down.”
 •
Introduce
key
concepts
to
support
the
topic
sentence.



 



 



 



 



 



 



 



 


Explain















 .



 



 



 



 



 



















Draft
Updated
3/10/09




•
Red
means
“stop
and
explain.”
 •
Present
evidence.
 •
Provide
explanation
and
examples.


Conclusion
 •
Green
means
“go
back
to
your
topic.”
 •
Restate
the
topic
and
the
position.
 •
Do
not
introduce
new
information.
 •
Use
synonyms
and
leave
your
reader
with
something




 


to
remember.



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Writing
in
Bozeman
Public
Schools
–


 









The
Writing
Process,
Step
Up
to
Writing®,
and
6+1
Traits®

 
 These are the elements from the Six Traits of Writing program. They are a simple and convenient way of talking and thinking about writing. The traits provide a language for describing the qualities that most readers believe are important in good writing. More specific information on the Six Traits of Writing may be found in the 6+1 Trait manual or at the website listed at the end of this document.
 1. IDEAS The ideas are the heart of the message, the content of the piece, the main theme, and the details that enrich and develop that theme. 2. ORGANIZATION Organization is the internal structure of a piece of writing. It is both skeleton and glue. Strong organization begins with a purposeful, engaging lead, a middle filled with details, and a thought provoking end. 3. VOICE The voice is the heart and soul, the magic, the wit, along with the feeling and conviction of the individual writer coming out through the words. 4. WORD CHOICE Word choice is the use of rich, colorful, precise language that moves and enlightens the reader. 5. SENTENCE FLUENCY Sentence fluency is the rhythm and flow of the language, the sound of word patterns, and the way in which the writing plays to the ear – not just to the eye. 6. CONVENTIONS Conventions are the mechanical correctness of the piece: spelling, grammar and usage, paragraphing, use of capitals, and punctuation.


 
 
 
 
 
 
 
 
 
 
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Writing
in
Bozeman
Public
Schools
–


 









The
Writing
Process,
Step
Up
to
Writing®,
and
6+1
Traits®

 
 
 
 
 
 
 
 
 
 
 
 Assessment
 Assessment
of
writing
in
an
on‐going
process
in
all
content
areas
and
grade
levels
and
should
utilize
the
 many
formative
opportunities
described
in
both
Step
Up
to
Writing®
and
6+1
Trait®
writing.
The
basis
for
 writing
assessment
in
Bozeman
Public
Schools
is
the
four‐point
6+1
Trait®
writing
scale
rubric
depicted
as
a
 continuum
above.
The
rubric
may
be
easily
adapted
for
use
in
any
content
area
and
grade
level,
providing
a
 consistent
foundation
for
the
assessment
of
writing.
This
scale
correlates
with
the
writing
component
of
the
 Houghton‐Mifflin
reading
program
adopted
in
2006
for
use
in
grades
K‐5.
 
 Bozeman
Public
Schools
currently
administers
a
spring
writing
sample
as
a
common,
summative
(district)
 assessment.
The
writing
sample
is
administered
in
grades
K‐10
and
is
scored
by
teachers,
using
a
“focused,
 holistic”
scoring
method,
using
the
four‐point
scale
as
follows:
4=Advanced
Proficient,
3=Proficient,
 2=Nearing
Proficient
and
1=Novice.



 Resources
 6+1
Traits
(NWREL):
This
program
uses
a
common
language
to
refer
to
characteristics
of
writing
while
creating
a
 common
vision
of
what
'good'
writing
looks
like.
Teachers
and
students
use
the
6+1
Trait
model
to
pinpoint
areas
of
 strength
and
weakness
as
they
continue
to
focus
on
improved
writing.

 http://www.nwrel.org/assessment/department.php?d=1
 
 Step
Up
to
Writing
(Sopris
West/Cambium
Learning):
A
collection
of
writing
strategies
that

 provides
explicit,
research‐based
instructional
support,
through
strategies
designed
to
increase
writing
proficiency.
 http://www.stepuptowriting.com
 
 National
Writing
Project:
This
website
is
focused
on
improving
writing
and
learning
for
all
students
and
includes
links
 to
other
resources.
http://www.nwp.org/
 The
Writing
Process:
website
compiled
by
Sue
LeBleu
with
links
to
many
other
sites
focused
on
writing
 http://www.suelebeau.com/writingprocess.htm


Draft
Updated
3/10/09




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