Running head: INQUIRY WRITING PROJECT

Inquiry Writing Project

John Coffey
University of Kansas
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Inquiry Writing Project

Introduction

Most people would probably agree that it is important for students to not only
learn how to write-but write well. Nearly every profession requires employees to be able
to write, so students need to be able to enter their chosen fields fully equipped with the
necessary skills to communicate; however, studies are showing that many teachers are not
equipped to teach writing, which is leaving thousands of students unprepared, as they
leave high school.
Teachers often lack the skills to teach writing, are not allotted enough time to
teach the subject, and are not being supported them with the necessary professional
development or resource opportunities. This had led many teachers to either disregard
writing instruction altogether or scramble for the necessary materials to teach the subject.
The 6 +1 Trait Writing Model is a solution to this problem. It provides teachers
with a simple structure and universal language to teach writing, as it incorporates the
following traits: voice, ideas, conventions, organization, word choice, sentence fluency,
and presentation. Teachers and schools are able to establish the program without
extensive training and personal expense. Scoring rubrics are provided as well, which
correspond to many of the benchmarks in the Common Core Standards.
Since its inception in the early 1980s, the 6 +1 Trait Writing Model has been used
in many schools across the United States; however, there are still thousands of
classrooms across the nation that have not yet implemented a practical program with
proven results. The following three journal articles illustrate the simplicity, adaptability,
and successfulness of using the 6 +1 Traits Writing Model in grades k-12.

First Article

Coe, M., Hanita, M., Nishioka, V., and Smiley, R. (2011). An investigation of the impact
of the 6+1 trait writing model on grade 5 student writing achievement. Jessup,
MD. National Center for Education Evaluation and Regional Assistance.

The first publication is titled, An investigation of the impact of the 6+1 trait
writing model on grade 5 student writing achievement, is written by Coe, Hanita,
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Nishioka, and Smiley, and it summarizes the results of a two-year study done by the
Department of Education.
The article begins with an acknowledgement that many students are entering
college and the workforce unprepared to write required assignments or projects. A
significant number of students have to enroll in remedial writing classes upon entering
college.
The Department of Education has funded this study of the 6 +1 Trait Writing
Model because policy makers in the Northwest have become concerned that students in
the region are not succeeding on the written potions of the National Assessment of
Educational Performance (NAEP). The study is conducted to give proof that the model is
effective for supplemental instruction in writing; however, the authors note that 6+1
Traits should not replace writing programs that have already been established in districts.
The 6 Trait Writing Model was created in the 1980s, and the additional trait
(presentation) was added in the late 1990s. The traits are voice, ideas, conventions,
organization, word choice, sentence fluency, and presentation. The model uses 10
instructional strategies to provide structure, and the rubrics are used throughout the
process to monitor learning.
The focus of the study is to determine the effectiveness of 6+1 Traits on student
assessments and establish whether there are any variations amongst genders or
ethnicities. The study is conducted during the school years 2007-2008/2008-2009 in only
fifth grade classrooms. 74 schools across Oregon have been selected to participate.
Schools are divided into treatment groups (those receiving 6 +1 Traits training) and
controls groups (those not receiving 6 +1 Traits training). Students are given a pretest and
posttest to assess achievement. Teachers are also given a survey to identify any problems
or concerns with the implementation of the model. Teachers are provided with
professional development before and during the school year on the 6 +1 Traits.
At the beginning of the school year, both the treatment and control groups score
about the same on the baseline assessment; however, the posttest data shows that the
treatment group does significantly better than the control group on all six traits of writing
(presentation is not assessed). Surveys show that the teachers in the treatment group are
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much more likely to use the 10 strategies for instruction than the control group; however,
there is no significant variation of scores amongst genders or ethnicities.
In summary, this study proves that 6+1 Trait Writing Model does have a positive
impact on writing instruction, as shown in Oregon the study. Its use has been shown to
improve scores on state assessments. Teachers using this program need to use the 10
strategies associated with this model. It is recommended that the 6 +1 Trait Model should
be used as a supplemental program of instruction, rather than a replacement for schools
traditional curricula.

Second Article

Fry, S.W. and Griffen, S. (2010). Fourth graders as models for teachers: teaching and
learning 6 + 1 trait writing as a collaborative experience. Literacy, research and
instruction. 49:4, 283-298. DOI:10.1080/19388070903117955.

The second article, Fourth graders as models for teachers: teaching and learning
6+1 trait writing as a collaborative experience, is written by Sara Winstead and Shari
Griffin, and appears in the journal Library research and instruction.
Less than a third of students taking the writing assessment on the National
Assessment of Educational Performance (NAEP) reach proficiency; the authors argue
that there is not enough time being devoted to writing, and they suggest that many
teachers engaged in student teaching or internships (pre-service teachers), may not be
receiving adequate training to teach writing in their own classrooms.
Winstead and Griffin opt to run a study that would address both these issues. They
decide to pair fourth grade teachers with five, pre-service teachers; the students, who are
adept at using the 6+1 Traits Model, will help teach the pre-service teachers how to use
the program during the spring semester. The focus of this study is to see if this
collaborative format has a positive impact on the pre-teachers instruction and the
students writings.
The pre-service teachers are surveyed before they start the study. In general, they
do not have positive views on teaching writing. Many of them do not feel confident
because all their training has been based on theory rather than application.
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The authors note that there seems to be a disconnect between what policy makers
are recommending and what educators are able to do. The National Commission has been
advocating for pre-service teachers to have more opportunities to develop and teach
writing, yet many pre-service teachers are entering classrooms with little or no training in
writing instruction.
The 6+1 Traits Model is used in this study because it has proven results on state
assessments, and it has a useful structure; the kids are also familiar with it, while the pre-
service teachers have not used it. The goals of the study are to ensure that the pre-service
teachers learn to use and assess the students writing; the students will show improvement
on their narrative writings, based on the recommendations of the pre-service teachers.
When the fourth grade students meet the pre-service teachers, they give them their
narrative stories. The students have purposefully made specific errors in their writings to
see if the pre-service teachers can identify the mistakes and provide adequate feedback.
Once the pre-service teachers provide the feedback, they assess the narratives using the 6
+ 1 Trait scoring rubric. A cooperative exchange of ideas continues throughout the study
using the language and structure of the 6 + 1 Trait Model.
The data for the study is a collection of anecdotal notes and formative
assessments. It shows that the pre-service teachers knowledge and attitudes about writing
shows improvement. Their ability to provide adequate feedback becomes more refined
the longer they work with the students. The students also become better writers, as they
reciprocate with the pre-service teachers. They begin to go into more depth on their
writings and use more details.
The study also shows that most of the pre-service teachers do not realize that there
are writing programs with distinctive structures. The pre-service teachers assume before
the study that writing is taught in a non-specific format. Similarly, it is also shown that
the teachers, who write the best, are not always the teachers who provide the best
feedback, especially when providing vague feedback with terms not associated with the
6+1 Traits Model.
The authors note that many teachers struggle to provide writing instruction
because they are not allotted the time to teach this subject. Even during the study, the host
teacher has several constraints and interruptions to the process. Most of the pre-service
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teachers in this study also do not have an opportunity to teach writing once they begin
their student teaching, which highlights the overall issues nationwide.
In summary, pre-service teachers are not provided with many opportunities to
teach writing. Instead, they learn the theory of teaching writing. National policy makers
have been advocating for changes to this model, especially as writing scores on the
NAEP have remained low. This study evaluates the collaboration between teachers and
pre-service teachers, using the 6 + 1 Traits Model. The study finds that both groups
benefit from such collaborative opportunities.

Third Article

Paquette, K.R.(2009). Integrating the 6 +1 writing traits model with cross age tutoring:
an investigation of elementary students writing development. Literacy research
and instruction, 48:1, 28-38, DOI: 10.1080/19388070802226261.

The third article is titled, Integrating the 6 +1 writing traits model with cross age
tutoring: an investigation of elementary students writing development, is written by Kelli
Paquette, and appears in the journal Literary research and instruction.
This journal focuses on how cross-grade tutoring with the 6 + 1 Traits Model
improves writing assessments for those involved. Paquette notes that tutoring can
improve classroom behaviors, academics, and cooperative relationships. Tutoring also
provides assistance to busy classroom teachers. The tutors can benefit as much as the
tutees from the experience, as they learn to master the content and build self-esteem.
The study is conducted using fourth grade tutors with second grade tutees. Both
groups of students are assessed on their writing skills during the study. The results are
calculated using pre-and post-data. Their results are then compared to students in both
grades who did not participate. She selects the 6 + 1 Traits Model because the fourth
grade students are already familiar with the program; however, these students do receive
additional instruction in tutoring techniques.
The tutoring sessions are one hour a week. The fourth grade students share their
own writings with the second grade students. The tutors teach the younger students how
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to analyze the writings using each of the six traits. The tutors then score the second
graders on their evaluative abilities using a scoring rubric.
The results show that the second grade students assessment scores are
comparable to the second grade students who did not participate in the tutoring program,
as they show little growth. The author cites that there is little enthusiasm amongst the
second graders for the post-test because they do not get to work with their tutors.
Contrarily, the fourth grade students, who are tutors, show significant gains
compared to their counterparts in fourth grade, who do not tutor. The author attributes the
higher scores to the use of higher level think skills amongst the tutors. They have not only
have to understand the content-but teach it as well. This corresponds to other research
studies that show students who tutor show growth academically.
Paquette notes that both the tutees and the tutors give high scores to the program
as a whole. Almost all the students surveyed state that the tutoring sessions have made
them better writers, using the 6+1 Traits Model. This enthusiasm is important as teachers
provide further instruction.
In summary, this article demonstrates that cross grade tutoring can have positive
benefits in the classroom. Students become more enthusiastic about their learning and
enjoy writing more. The 6+1 Traits Model is an effective tool for tutors to use for
assessments with their tutees. The tutors show significant improvement in their writings
as a result of teaching other students.

Implications

Over the past twenty years, there has been much reform in education. There has
been an increased focus on improving the curriculum for reading, math, science, and even
social studies. The quality of instruction in all of these subjects has shown improvement,
as colleges and school districts have provided additional training and resources to
educators. Interestingly, the subject of writing has not received the same attention, so a
large number of students are not graduating high school prepared for college or the
workplace writing. Even though many educators may not be receiving the training and
resources they need, the 6+1 Traits Writing Model can be used to supplement writing
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programs, as it has been proven to raise test scores, provide a framework for new
teachers, and promote cooperative learning opportunities for students.
Primarily, the research has shown that 6+1 Traits is an excellent tool to
supplement writing programs because it has a structure that both teachers and students
can implement to improve writing in the classroom and on various assessments. The
model provides teachers with ten strategies to teach each trait. Educators do not have to
teach writing as a whole unit anymore; rather, they can focus on one trait at a time,
ensuring that each student masters a skill such as organization or voice.
Another excellent feature of the 6 +1 Traits Writing Model is that it provides
rubrics for each characteristic of writing. Teachers can assess students efficiently without
providing feedback that is vague. Both the teachers and the students know how achieve
mastery before the writing process ever begins.
Teachers and students can also benefit from this model because it is used in many
classrooms throughout the United States. If a student moves from Omaha, Nebraska to
Asheville, North Carolina, he or she can transition quickly from one classroom to another
without learning new techniques of vocabulary.
The benefits of this model also extend to preparation for state assessments. Many
state and national assessments, such as the National Assessment of Educational
Performance (NAEP), require many of the writing attributes used in the 6 +1 Traits
Model. If a teacher recognizes that his or her class needs additional supports with a trait
such as organization, he or she can quickly use the strategies and rubrics found in this
model.
Similarly, teachers can differentiate instruction based on the traits or strategies
used in class. Students can work on different traits at different times. Teachers can adjust
the assignments as necessary.
Secondly, as shown in the studies above, teachers have a great opportunity to use
the 6+1 Traits Model as a cooperative teaching tool. Cross-grade tutoring sessions have
been shown to build enthusiasm for writing. Students learn from each other by sharing
their writings and assessing them using the rubrics for the 6 +1 Traits. A teacher in the
fourth grade could have his or her students tutor younger children on narrative story
writing, or he or she could have older students in the fifth grade provide tutoring to his or
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her students on informative writing. Either way, it is a win-win for the teacher because
such interactions build collaborative relationships and use higher level thinking skills.
Finally, teachers can help their students improve their writing skills using the 6 +1
Traits Writing Model by having them teach the program to student teachers and other
educators. Research has shown that students use higher level thinking skills when they
have to explain a concept to others. Many student teachers do not have an opportunity to
teach writing before they enter their first classroom, so this would provide an excellent
opportunity for them.
Conclusion

Teachers still struggle with writing instruction because they are not receiving the
proper supports before and after they enter the classroom. This is having negative results
on students as they head to college or the workforce. The 6+1 Traits Writing Model is an
effective way to help teachers and students close the achievement gap. Its implementation
has been shown by research to raise scores through the use of its ten strategies, tutoring,
and collaborative opportunities. It has not been designed to replace existing writing
programs but to supplement them.
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References

Coe, M., Hanita, M., Nishioka, V., and Smiley, R. (2011). An investigation of the impact
of the 6+1 trait writing model on grade 5 student writing achievement. Jessup,
MD. National Center for Education Evaluation and Regional Assistance.

Fry, S.W. and Griffen, S. (2010). Fourth graders as models for teachers: teaching and
learning 6 + 1 trait writing as a collaborative experience. Literacy, research and
instruction. 49:4, 283-298. DOI:10.1080/19388070903117955.

Paquette,K.R.(2009). Integrating the 6 +1 writing traits model with cross age tutoring:
an investigation of elementary students writing development. Literacy research
and instruction, 48:1, 28-38, DOI: 10.1080/19388070802226261.