Making Sense
of Writing
ICTFL Winterfest 2013
Kathryn M. Bulver
Eastern Illinois University
A CSC Extension Workshop
Presented by Laura Terrill
Making Sense of
Writing
Part 1
Laura Terrill
lterrill@gmail.com
lauraterrill.wikispaces.com
Introductions
Writing booklet
« Writing » list  1 minute
Expand on one word 2 minutes
What steps?
1. Pre-writing (list that puts down ideas from the
brain)
2. Individual writing (expand on idea)
Read aloud (effective way to catch mistakes and
check sentence fluency)
Ask questions of reader, giving feedback to
generate more ideas
Why do we write?
We write to:
 Express and reflect
 Inquire and Explore (writing to learn)
 Analyze and interpret
 Take a stand
 Evaluate and judge
 Propose a solution
 Seek common ground
 Inform or explain
 Report: research-based writing
Reading Rhetorically: A Reader for Writers
Bean, Chappell, and Gillam
Why do we write?
We write to:
 Express and reflect
 Inquire and Explore (writing to learn)
 Analyze and interpret
 Take a stand
 Evaluate and judge
 Propose a solution
 Seek common ground
 Inform or explain
 Report: research-based writing
 Take tests
Reading Rhetorically: A Reader for Writers
Bean, Chappell, and Gillam
Percentage of 8th and 12th graders performing at or above a
proficient level of writing achievement
2007 National Assessment of Educational Progress (NAEP)
1998
2002
2007
8th grade
28%
33%
35%
12th grade
23%
26%
25%
Students write informative, persuasive and narrative texts
for the writing assessment.
Everyone has the capacity
to write,
writing can be taught,
and teachers can help students
become better writers.
People learn to write
by writing.
- NCTE Beliefs about the teaching of writing
November, 2004
ACTFL Integrated Performance Assessment
Interpretive Communication
Students listen to, view and / or read an authentic
text and answer information as well as
interpretive questions to assess comprehension.
The teacher provides students with feedback on
performance.
Presentational Communication
Students engage in the presentational
mode by sharing their
research/ideas/opinions. Sample
presentational formats: speeches,
drama, skits, videos, radio broadcasts,
posters, brochures, essays, websites,
etc.
Interpersonal Communication
After receiving feedback students
engage in communication about a
particular topic which relates to the
interpretive text.
Three Modes of Communication
Interpretive
Presentational
Interpersonal
What is the mode of communication?
1
Prepare a poster about your
favorite sport.
2
Watch a travel video and jot down
places of interest.
3
Talk about what to do on the
weekend.
4
Send a letter to an e-pal.
5
Create a graphic organizer for
new vocabulary.
6
Create a skit where you buy
something in the market.
What is the mode of communication?
1
Prepare a poster about your
favorite sport.
Presentational
2
Watch a travel video and jot
down places of interest.
Interpretive
3
Talk about what to do on the
weekend.
Interpersonal
4
Send a letter to an e-pal.
Interpersonal
5
Create a graphic organizer for
new vocabulary.
Interpretive
6
Create a skit where you buy
something in the market.
Presentational
French AP - 2012
Section 2 (Interpersonal and Presentational
Communication), 50% of exam score — Free
Response: 4 items
Interpersonal Writing: You will write a reply to an e-mail
message. You have 15 minutes to read the message and write your
reply. Your reply should include a greeting and a closing and should
respond to all the questions and requests in the message. In your
reply, you should also ask for more details about something
mentioned in the message. Also, you should use a formal form of
address.
French AP - 2012
Section 2 (Interpersonal and Presentational
Communication), 50% of exam score — Free
Response: 4 items
Presentational Writing: You will write a persuasive essay to submit to a
French writing contest. The essay topic is based on three accompanying
sources that present different viewpoints on the topic and include both print
and audio material. First, you will have 6 minutes to read the essay topic and
the printed material. Afterward, you will hear the audio material twice; you
should take notes while you listen. Then, you will have 40 minutes to prepare
and write your essay. In your persuasive essay, you should present the
sources’ different viewpoints on the topic and also clearly indicate your own
viewpoint and defend it thoroughly. Use information from all of the sources
to support your essay. As you refer to the sources, identify them
appropriately. Also, organize your essay into clear paragraphs.
ACTFL Keys to Proficiency
Proficiency is evidenced by….
Comprehension/comprehensibility
Language control
Vocabulary
Communication strategies
Cultural competence
ACTFL Proficiency Guidelines 2012
Novice
Writers at the Novice level are characterized by the ability to produce lists and
notes, primarily by writing words and phrases. They can provide limited formulaic
information on simple forms and documents. These writers can reproduce practiced
material to convey the most simple messages. In addition, they can transcribe
familiar words or phrases, copy letters of the alphabet or syllables of a syllabary, or
reproduce basic characters with some accuracy.
Intermediate
Writers at the Intermediate level are characterized by the ability to meet practical
writing needs, such as simple messages and letters, requests for information, and
notes. In addition, they can ask and respond to simple questions in writing. These
writers can create with the language and communicate simple facts and ideas in a
series of loosely connected sentences on topics of personal interest and social
needs. They write primarily in present time. At this level, writers use basic
vocabulary. Writers at the Advanced level are characterized by the ability to write
routine informal and some formal correspondence, as well as narratives,
descriptions, and summaries of a factual nature. They can narrate and describe in
the major time frames of past, present, and future, using paraphrasing and
elaboration to provide clarity. Advanced-level writers produce connected discourse
of paragraph length and structure. At this level, writers show good control of the
most frequently used structures and generic vocabulary, allowing them to be
understood by those unaccustomed to the writing of non-natives.
nd structures to express meaning that is comprehensible to those accustomed to
the writing of non-natives.
Novice
Who are the people in this picture? Describe them.
What do they like to do? What don’t they like to do?
Intermediate-Low
What did members of this family do yesterday? What questions would you like
to ask about this family?
Intermediate
This family spends time together each week. What traditions exist in your
family? Explain one tradition in detail. What are you currently doing to create or
continue family traditions? What traditions will you establish when you have a
family of your own? Describe a tradition that you hope will exist in your future.
Advanced
Many believe that families who have strong traditions have a better quality of
life. Do you agree or disagree with this belief? What impact would stronger
families have on our society? Support your opinions with specific examples.
Cinderella
Level I
Cinderella is a girl. She isn’t happy. She works a lot.
Her mother doesn’t like Cinderella. She has two sisters.
They don’t like Cinderella. There is a ball. Cinderella
doesn’t go to the ball....
Level II
Cinderella is a poor young girl. She has two sisters who are not
nice. And her mother doesn’t like her much. One day the family
is going to go to the ball at the king’s castle. Cinderella can’t go
because she doesn’t have a pretty dress....
Level III
Once upon a time there was family of two sisters and their
mother. They had a step-sister, Cinderella. The mother loved her
two ugly and mean daughters, but she didn’t like Cinderella, who
was beautiful and nice. One day, the king invited all the young
girls to meet his son, the prince. But Cinderella, who didn’t have
anything nice to wear, couldn’t go....
Level IV
Once upon a time there was a family composed of a mother
and her two mean and ugly daughters. In the small house lived
Cinderella, the step-sister, who had to do all the household
chores. Because of her great charm and beauty, Cinderella was
hated by her step-mother and two step-sisters who were jealous.
One day, there was an invitation sent by the king, who was giving
a grand ball at the castle in honor of his son. All the young girls of
the kingdom were invited; except Cinderella who, not having
anything to wear for such a rich ball, could not attend....
Level V
Once upon a time there was a girl named Cinderella whose stepmother made her work all day long. But her two vain and lazy
step-sisters would only walk around in their beautiful dresses
making fun of Cinderella who was always dressed for doing
household chores. One day, a letter arrived from the king who
was making preparations for a grand ball at which his son would
choose his future bride from among all the young girls of the
kingdom. Cinderella really wanted to attend but couldn’t because
all she had were the old charwoman clothes she was wearing.
6 + 1 Traits of Writing
Ruth Culham
ISBN-13: 978-0439280389







Ideas
Sentence Fluency
Organization
Word Choice
Voice
Conventions
+ Presentation
“The 6+1 Trait® Writing Model of Instruction &
Assessment provides a common language for
teachers and students to communicate about
the characteristics of writing and establishes a
clear vision of what good writing looks like.”
http://educationnorthwest.org/traits
At the end of this workshop, you will:

be able to define each of the 6+1 traits of writing

be able to identify several activities for each trait

understand the basics of 6+1 assessment

have a base from which to pursue inquiry into
the aspects of the 6+1 traits most useful to you
Ideas
Ideas make up the content of the piece. Writers
move from the general to the specific. “They
describe the bits and pieces of life, the ordinary,
in extraordinary ways…They have something to
say in their writing that no one else does. Their
ideas come alive!”
Ruth Culham
Writing is Thinking
Writing Makes Thinking Concrete
Ideas
Finding a Topic
Focusing the Topic
Developing the Topic
Using Details
INQUIRY
who (subject) ?
qui ?
quién ?
who...preposition ?
préposition + qui ?
preposición + quién ?
what … préposition ?
préposition + quoi ?
preposición + qué ?
what ?
qu’est-ce qui ?
qué ?
who (object) ?
qui est-ce que ?
quién (object)?
yes/no
oui/non
sí/no
where ?
où ?
dónde ?
why ?
pourquoi ?
por qué ?
how ?
comment ?
cómo ?
how many ?/how
much ?
combien (de) ?
cuánto/a/os/as ?
[since when ?*]
depuis quand ?
desde cuándo ?
which ?
quel(le)(s)____ ?
qué ?
when ?
quand ?
cuándo ?
how long (time) ?
depuis combien de
temps ?
desde cuánto tiempo ?
what is/what are ?
quel(le) est __ ?
quel(le)s sont __ ?
cuál es/cuáles son ?
*English : can replace with idiomatic « How + adjective ? »
Use Inquiry
Inquiry is essential to good writing.
 images, art
 talking
 reading
 viewing
Teammates Consult
What are the implications of reaching 7 billion for the
Earth’s population?
Discuss with your group. Then, pick up a pen and write an answer in
your own words.
Writers consume more
than they produce.
 Read like a writer.
 “Steal” characteristics of good text.
 Imitate familiar genres.
Keep a writing log. Write about the writing itself. Copy interesting
sentences and comment on what makes them effective. Consider
how the author gets the reader’s attention. Think about how you
might use a certain technique.
Lists allow for both inquiry and drafting.
Reasons not to lie
Ways to spend $100
Things to do besides watch TV
Things that make you smile
Things you might find at the beach
Lists
Generate an “A – Z” listing on a specific
topic.
Freewrite on a specific word – beauty,
dangerous, heroic, love, jealousy, etc.
Create “big people” to explore characters.
Use a “two voice” list to explore aspects of
a topic.
Create a “counting book” on a topic.
Write a “how to” on a topic.
Create an interview to share information on a topic
Little Book of Questions & Answers My Home
Contributing Writer: Teri Crawford Jones
ABC Book – Each letter has been expanded
ABC de Paris
Raphaelle Aubert
Counting Book
I spy 8 boats.
Vincent Van Gogh – Boats on the Beach
I Spy Two Eyes: Numbers in Art
Lucy Micklethwait
Counting Book
Next, two nets very useful for catching fish, crabs, and sea urchins.
George’s Store at the Shore
Francine Bassède
Generating Ideas
 Student’s trace hand on paper.
 They write the important
topic on the palm of the hand.
 They write 5 facts about the
topic on each finger.
 Students pair with a partner to
share their outline.
Big People
Trace a major character.
Write notes about the
character inside the
body.
Add specific events and
page numbers outside
body.
Use as source for ideas.
Deborah Dean
Two Voice Poems
http://www.writingfix.com/PDFs/Comparison_Contrast/Po
em_Two_Voices.pdf
Ask the Questions
Write the Story
who (subject) ?
qui ?
quién ?
who...preposition ?
préposition + qui ?
preposición + quién ?
what … préposition ?
préposition + quoi ?
preposición + qué ?
what ?
qu’est-ce qui ?
qué ?
who (object) ?
qui est-ce que ?
quién (object)?
yes/no
oui/non
sí/no
where ?
où ?
dónde ?
why ?
pourquoi ?
por qué ?
how ?
comment ?
cómo ?
how many ?/how
much ?
combien (de) ?
cuánto/a/os/as ?
[since when ?*]
depuis quand ?
desde cuándo ?
which ?
quel(le)(s)____ ?
qué ?
when ?
quand ?
cuándo ?
how long (time) ?
depuis combien de
temps ?
desde cuánto tiempo ?
what is/what are ?
quel(le) est __ ?
quel(le)s sont __ ?
cuál es/cuáles son ?
*English : can replace with idiomatic « How + adjective ? »
Ask the Questions
Write the Story
Expand a Headline
“Les Etats-Unis ont surmonté les démons du passé” (Le Monde)
“La Chance de l’Amérique”…(Libération)
Expand a Headline
D’Obama à Zuckerberg, le monde pleure Steve Jobs
(Le Nouvel Observateur)
Develop ideas prompted by a visual
(photo) or audio (sound effects or music)
What I …
saw
heard
felt (touched)
smelled
tasted
felt (emotions)
Variation: use with 5-6 similar images.
Une carte postale arrive 72 ans plus tard
Mardi 1 septembre, 06h16
Cette carte postale est arrivée à la poste de
Monaco la semaine dernière, en provenance
du centre de tri de Nice.
Arrivée le 25 août 2009, la carte avait été
postée le… 11 août 1937!
Postée à Saint-Etienne-de-Tinée, dans les
Alpes-Maritimes, par M. Achierdi, cette carte
postale était destinée à Fernande, sa fiancée.
Une fiancée décédé en 1969…………
Expand an Outline
Ask 3 to 5 questions to get more
information about the following
outline.
24 Heures à Paris
 got up, got dressed,
breakfast at 8:00,
 museum at 10:00,
 lunch at noon,
 Eiffel Tower at 2:50,
shopping at 4:00,
 portrait at 7:00,
 met someone special,
dancing at 10:00,
 champagne at midnight,
 went home, fell asleep
Developing ideas:
« Framework » text vs. developed, fully « built »
text with interesting detail that leaves the reader
satisfied, without important questions
unanswered.
1. Write your answer: what story is it?
2. Write your answer: what story is it?
Expand to complete story.
Picture This
Use an image, show for 1 minute, cover, each
student writes words, phrases and sentences to
describe.
Segment image into 6 quadrants, show each
quadrant for 1 minute, allow students to write
out-of-context description
Finally show entire image again for one minute.
6 + 1 Traits of Wrting - Ruth Culham
R.A.F.T.S.
Role
Audience
Format
Topic
German
government
citizens of
Guernica
letter
apology for what
was done
Franco
people of Spain
speech
protestation of innocence
Museum curator
Picasso
newspaper
interview
questions about the
painting and likely
answers
Soldier
Commander
telegram
reasons for defeat
Mother
Diary
journal entry
what happened and
personal thoughts about
war
?
?
?
?
persuade, analyze, create, predict, compare, defend, evaluate…
*
I.
Identify each component
« Jean de Florette »
Example:
Role
=
Ugolin
Audience
=
Jean Cadoret/Jean de Florette
Format
=
letter
Topic
=
why Jean and his family should return to the city
Strong verb =
convince
II.
Write the prompt in paragraph form (“you are…”/”vous êtes..”/”Ud. es…”)
R
F
A
S
You are Ugolin. Write a letter to Jean Cadoret to convince him and his family to
T
sell you his farm and return to the city.
* 3-6 characters/groups(from novel, short story,
movie…)
* draw 1 character/page, with 4-5 descriptive
adjectives or phrases, and an object that
represents the character (alternative: 1 character
over two facing two pages: image and description)
* pair or small-group share
* follow-up writing
*
* 3-6 objects, with importance and links to or
between characters
* 3-6 scenes from story, with key image to
summarize them
*