Creating Young Writers: Using the six traits to enrich the writing process in primary writers

[Rose Whistler]

Spandel, V. (2004). Creating young writers: Using the six traits to enrich writing process in primary

   classrooms. New York: Pearson.

 

     In the forward to Spandel's book, Barry Lane states that "assessment celebrates writing" when it is done right (p. vi). He says that when writers value what they have written they are more likely to repeat their success in later works. In Creating Young Writers, Spandel shows teachers and students alike how to look at a piece of writing and focus on the "power and strengths within" (p. vi) - celebrating the positive. Assessment offers increased understanding of how writing works, allows the writer to take control of what they write, and helps to build writing confidence. It is therefore important for writing teachers to teach self-assessment and to use the writing traits as a common language to build understanding. 

 

     Lane also states that "real writing instruction can motivate students and boost test scores without deadening spirits" (p. vii). As students are reflective of their own writing and the writing of others, they can answer the question, "What makes writing work?" In this way good writing teachers help to create writers who love writing and see it as a way of life, as opposed to a drudgery that they have to do to pass a test.

 

     Creating Young Writers is a how-to manual that can be referred to throughout the year. Spandel provides lessons for each of the traits, quality literature to model the traits, student samples, ideas on how to manage writing workshop, and reflections for teachers, as well as a host of other exciting and creative ideas. I believe even teachers of older students will find good advice and instruction to enhance their writing curriculum. I plan to make use of this book weekly in my teaching in the coming year.

 

Questions for discussion:

1.  How do you feel about Lane's statement, "assessment celebrates writing"? Has this been your purpose in assessing writing in the past? Did the summer institute change the way you will look at assessment of student's writing?

 

2.  How do you plan on helping your students be more reflective of their own writing this year? From both a reader's and writer's perspective, and by using trait-based language, (ideas, organization, voice, word choice, sentence fluency, conventions), can your students answer the question, "What makes writing work?"

 

 

 

 

 

 

 

[carol bergin]

Hi Rose;
Love books that we teachers can actually use as references on a regular basis! Lessons for each trait sounds excellent - something that will really benefit a resource class. (Really crunched time)
#1 "assessment celebrates writing " is a very positive statement, and true, I feel. Especially powerful is assessement not only by the instructor, but by the student(s) also. Student assessment is also something that has to be modeled and taught. I feel that the institute this summer not only influenced how student writing is assessed, but also initially starting/creating students "on the road" to truly embrace writing. The influences include all our presentations, reading selections, discussions, advice, etc.

#2 I plan on concentrating on one trait at a time - utilizing as much time as needed for a student to understand and use each effectively. Hopefully, after lessons and much review, all six traits can be comfortably combined for success in our resource room writing workshops!

[Christy]

Hi Rose,

1. Lane's statement, "assessment celebrates writing" totally ties in with my demonstration this summer. I thing that celebrating suceess through assessment and allowing student's to see their growth . It gives the student a purpose for doing better. They all want to grow as writers. It is just important to motivate them to do so while giving them tools they need. The summer institute most certainly provided us with the tools we need to demonstrate better writing instruction to our students. Most importantly I think all students have the potential to be good writers. We just have to find what helps them and encourages them.





2. This year I am planning on creating writing folders so that studnet's can keep there work in progress together along with their finished work for a final portfolio. I plan on sharing the finished protfolio with our parents at the end of the year. We will celebrate our writing. I will also use Barry Lanes tool Kit as demonstrated by Jen this summer. The students will be very skilled at re-vision which I know understand its importance. Re- vision was never my strong point. Overall I think we gained many great tools to use in our classrooms this year. I am looking forward to a year of writing and more!
Christy

[Kelly Hiatt]

Rose,

I have to admit that in the past assessments have been the reason that I teach writing to my students. It has always been about the test and what they can to different or better to pass the test. However, I have changed the way I look at my students as writers instead of teaching writing. I also look at the assessment of the writing differently as well. I find myself this year focusing on helping my students learn to love words and writing them down on paper. I really want my students to first want to write and during that writing process teach them strategies to improve their writing. This class and all of the readings have really helped me to understand that writing is not something we can teach them in a year. We are instead planting roots for our students to continue for the rest of their lives. Writing is a process and we need to celebrate all of the little efforts and changes they make during this process.

I plan on helping my students become more reflective of their writng by first having them write more and share more. I also want to continue using trait based language so that they have a rubric of sorts to refer back to . This is not only to help them when it comes time to the writing to test, but it will also help with be able to see if what they are writing does work.