1. Six Trait Writing Voice!
“Voice is often the component that makes the difference between an adequate and a memorable piece of writing.”
(This PowerPoint is meant to be used with teachers or perhaps older students with some background in the 6 Traits. It is an interactive PowerPoint which will allow the presenter to stop at certain points and have the participants look at student samples or samples from literature to better understand the trait of voice.)

2. Components of Effective Writing
Ideas
Organization
Voice
Word Choice
Sentence Fluency and Variety
Conventions
Presentation
“Voice is third on the list of traits that are present in effective writing. If you are familiar with the MPS writing rubric, it is also the third descriptor on each step of the rubric.”
(Remind the audience that voice is only on component of the traits of effective writing. While we may focus on voice in this session, all other components are equally important and add to making a complete piece of good writing.)

3. Definition
of Voice
“Remember, we need to clarify terms and make sure that we have a common understanding of what we mean when we say ‘Voice’.”

4. the soul, life, and breath of writing that is unique to every author.
VOICE is…
the soul, life, and breath of writing that is unique to every author.
“This definition of voice is available on the portal and offers one person’s definition. Think about what you mean when you tell students that they will focus on ‘voice’. It might be helpful to have students give examples or descriptions of what ‘voice’ means to them.”
(This is one definition of voice. It is recommended that at this slide, you pause and have people turn to the person sitting next to them and discuss their understanding of voice.)

5. Voice…
Voice is the personality of the writer that comes through in written work.
Voice demonstrates an author’s individuality, enthusiasm, knowledge base, and confidence.
Voice reveals something about the author.
It has the power to hold a reader’s attention.
We purposefully change the voice to fit the audience and purpose.
“Just as students need to clarify what voice means to them, as teachers we need to be clear as well. After all, voice should shine through and reflect your personality .”
(After sharing audience descriptions of voice, these add to a more complete picture of the term.)

6. What does voice sound like?
Confidence that comes from personal knowledge
Sensitivity to the audience and enthusiasm for the topic
Individuality and liveliness that appeals to readers so they keep reading
Reveals something about the writer
Shows a desire to bring a topic to life for the reader
“Your writing should sound like YOU. It should make the reader feel as though they are having a conversation with you or that you had them in mind when you were writing.”
(When sharing this slide, note that all of the bullet points refer to the personal relationship of the writer to the topic. When this passion comes through, that’s voice.)

7. Whose Voice Is It?
(Prepare to stop the slide show on the next slide and allow the audience to engage in an activity.)

8. Examples from Literature
“We always begin with examples of the focus trait in literature. It is important that the learner be exposed to these strong examples that illustrate voice. Examples of both strong and weak work help the learner see what voice IS and what it IS NOT.”
What follows are some suggestions for pieces of literature that highlight a particular trait.

9. Voice is all around . . . Fonts Advertising Lyrics Memos Editorials
Letters
Visual Art
Greeting Cards
Cartoons
Fonts
Text Messages s
Writing is not just assignments in school. There are examples of real world writing all around us. Think of the different voice that would be used in a compared to that used in an editorial in the newspaper.”
(This list highlights a variety of writing genres that require a voice appropriate for audience and purpose. This is a great way to illustrate for students how the same message might have a different voice based on the group that is in the audience or the reason for the writing.)

10. Voice Lessons
Listen to two versions of a song. How do they differ? Which do you prefer? Why?
Add some voice to a grocery list or our school lunch menu.
Put the voice in a piece of flat writing--or take them out of robust writing.
Write a note to your teacher about what you did over the summer. Now write the same note to your best friend about what you did over the summer. How does your voice change for the reader of each note? Why does it change?
These are just some suggestions of activities that can be used with students. Instruct participants to choose one the suggestions and work through it by writing themselves. This allows them to really reflect on what they want in a proficient paper.

11. To Summarize. . .

12. Voice . . .
Reveals something about the author to the reader; there’s a person behind the piece
The author’s personality is imprinted throughout the writing
Establishes a connection between the reader and author
If the writing is expository, the writer has conveyed a sense of knowledge and experience
Evokes an emotional response from the reader such as laughter, tears, commitment, or empathy
“Time for a final check for understanding.”
(A review of material already covered, do not READ the slide to the audience. Talk about each bullet point, putting your own voice into the writing!)

13. How might you add voice to your classroom writing lessons?
“Now let’s determine your next steps.”

14. Here’s What You Can Do: Read aloud from works that have strong voice.
Help students identify an audience and write for that audience using appropriate voice (talk about why it might be appropriate--or not).
Give students opportunities to practice different voices through different forms of writing, and for a variety of audiences and purposes.
Here are some suggestions to use back in the classroom. Make sure to provide students with sufficient practice with formative feedback before you move on to giving a grade.”
(Share these tips on what teachers can do to encourage the use of voice in student writing. Ask the group if they have other suggestions that they have used that have been successful.)

15. If students know what we want, they are more likely to be successful.
Remember:

16. Our Goal: Voice All students know how to hit the target!
This is what we want for students, and what we believe can happen with effective teaching and learning focused on the trait of voice!
All students know how to hit the target!