1. Improving writing in APHS
Using Collins Writing Program
And Six Traits

2. TYWL—To improve writing across the curriculm
Essential question
Why is writing important?
How can I help improve writing for our students?
In your group, take 30 seconds to answer each question
Person one—answer first, then go to your left

3. Data analysis Looking at the data of HSPA,
What are our students most deficient in Language Arts Literacy?
How do our students compare with other students on New Jersey?

4. What is the Collins Program ?
The Collins Writing Program presents a model for writing-across-the- curriculum and writing to learn. Founder Dr. John Collins draws from extensive research and twenty years experience working with teachers and students to create a practical program that requires students to engage in curriculum content as they improve writing, thinking, listening, and speaking skills.
A Writing to Learn approach helps students explore, engage in, and apply new information as they write. The Collins Program is designed to, “help teachers in all content areas achieve their goals by requiring students to think on paper. This is accomplished by using frequent, usually short, writing assignments to increase students’ involvement in lessons, check on their understanding of concepts, or promote their thinking about content.” (Collins) Students may be asked to

5. Collins Writing Program
Type One—Capture ideas
Brainstorming, timed with a minimum number of items and lines
Type Two-Respond correctly
Shows the writer knows something about the topic—quiz or exit slip
Type Three—EDIT for FCA’s—First draft
Substantive content and calls for three specific focused correction areas
Type Four—Peer edit—Second draft
Read aloud
Type Five—Published
ERROR FREE—multiple drafts
For types 1-3—skip lines with name in corner
3-4 FCA’s are listed on the page
Collins Writing Program
Five Types of Writing

6. Type one—Capture ideas
Type One writing gets ideas on paper — it's brainstorming. Type One is timed and requires a minimum number of items or lines to be generated. Questions and/or guesses are permitted.
One draft
Outcomes are evaluated with a check (√) or minus (-)

7. Type TWO—Respond correctly
Type Two writing shows that the writer knows something about a topic or has thought about the topic. It is a correct answer to a specific question.
One draft
Graded as a quiz
EXIT slip

8. Type Three—Edit for FCAs
Type Three writing has substantive content and meets up to three specific standards called Focus Correction AreasSM (FCAs). Revision and editing are done on the original.
One draft (saved)
Read out loud and reviewed to see if the draft completes the assignment, is easy to read, and meets standards set for the focus correction areas.
Focus Correction AreasSM (FCAs)
These are basic areas of evaluation
Usually the three consists of
Content
Organization
Grammar

9. Focused Correction Areas
Emphasis on clearly specified writing criteria
Development of individual writing style
Promotion of content learning and critical thinking skills
Improvement of organizational skills
Selective, manageable approach to correcting student writing
Use a clear topic sentence and a strong conclusion
Explain ideas with sufficient, relevant details
Use content-specific vocabulary accurately
Vary sentence beginnings and lengths
Use end marks and commas correctly
Include graphic illustrations with labels
KEY BENEFITS
EXAMPLES

10. Types four and five FOUR FIVE
Type Four writing is Type Three writing that is read aloud by someone else.
Two drafts (saved)
Writing is critiqued by a peer and revised by the author
FIVE
Type Five writing is error free and of publishable quality.
Multiple drafts (saved)
Published work

11. 6+1 Trait® Writing Overview
1. Ideas and Content concerns the focus on the main idea of the writing
2. Organization emphasizes the logical development of topic from beginning to end
3. Voice concentrates on a sense of a real person behind the words and a clear understanding of audience
4. Word Choice encourages varied and rich, powerful and engaging words
5. Sentence Fluency highlights the smooth flow of the text
6. Conventions examines mechanical correctness, including spelling, grammar & paragraphing
7. Presentation (optional trait) supports text and format that is legible and pleasing to the eye

12. You try Type one Type Two TYPE ONE TYPE TWO
In four lines, How can you incorporate wring in class?
Type Two
In four lines, explain
How type two writing can encourage active participation by all students?
TYPE ONE
TYPE TWO

13. Type one and Two
Christine Type one—4lines 1_______________________ X_______________________ 2_______________________ 3_______________________ 4_______________________
Christine Type 2—4lines 1_______________________ X_______________________ 2_______________________ 3_______________________ 4_______________________
Skip lines
Put which type and amount of lines in the heading

14. For each type of writing Complete three examples
Station one
Learn Collins
Station two
For each type of writing
Complete three examples
Identify FCA’s that are essential for our students
Station Three
Go to Home page
Find DeMarsico
Writer’s workshop
Explore websites on writing

15. Explore websites on writing
Station Three
Please use netbooks
Go to Home page
Find DeMarsico
Writer’s workshop
Explore websites on writing
Empower 3000
Find writing examples

16. Station TWO What are three type one prompts for your subject area?
1.________________
2._________________
3._________________
What are three type two prompts that can be used in your subject area?
1.______________
2._______________
3._______________
NAMES_________________ ____________________
SUBJECT_______________

17. What Focused Corrections Areas (FCA’s)are essential?
1.________________
2.________________
3.________________
4._________________
5.__________________
6.__________________
7.___________________
8.__________________
1.________________
2.________________
3.________________
4._________________
5.__________________
6.__________________
7.___________________
8.__________________
grammar
organization