Traits-Based Writing is an approach that makes the teaching of writing more manageable for teachers and more accessible for students.  Teaching writing is hard, and our traditional approach--usually through the writing process--works as long as we really do focus on the process more than the product.  Adding a focus on the traits can enhance this approach, giving students targeted practice in one aspect of writing at a time.

This page contains links to explanations of the traits and mini-lessons to add to your teaching of writing.  We hope to add more information soon, including rubrics, sample papers, more mini-lessons, and more information about linking the traits to the writing process.

For more information, click here.
You can also contact Ayn Grubb by email or at 918-925-1192.


The Traits are:
Click on the Trait to find more info.



 
February Writing Test!

What the world needs now...

...is a little debrief after the writing test!


This link will take you to a document exploring the genre of narrative nonfiction.

These links will take you to the State Department of Education's Test Support page:

PSTG: The Parent, Student, Teacher Guide offers test-taking tips, sample questions, rubrics, and lots of other information that parents, students, and teachers need to know about the tests.  This one is specifically for the 8th Grade Writing Test, but there are others, which you can access here.

The State's Rubric: This is how the state will grade our students' writing.  Students need to be familiar with this rubric, too.  Please notice that most of a student's score depends on their accomplishing Ideas/Development and Organization.

PLDs: Performance Level Descriptors

Exemplars: This link takes you to an extensive collection of items, including a sample argument prompt, the readings that go with it, the rubric, students' responses, and an explanation of their scores.

 

HOW TO USE THESE ITEMS:
DO...make sure students see the sample tests.
DON'T...give them the test unprepared and ask them to write the whole thing on their own.

DO...have discussions about how to analyze the prompt.
DO...discuss the rubric and performance level descriptors.

DO...ask students to use the rubric to score student samples.
DON'T...give them a whole set to score all at once.

DO...let them talk to each other about how to score the student samples.
DON'T...let them focus on grammar, usage, and mechanics.

DO...target ideas and organization in these last days before the test.

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