Collins PP

Report
Using Collins Writing Program
And Six Traits

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

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?

The Collins Writing Program
presents a model for
writing-across-thecurriculum 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
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
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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 (-)
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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
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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.
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Focus Correction AreasSM
(FCAs)
These are basic areas of
evaluation
Usually the three consists
of
◦ Content
◦ Organization
◦ Grammar
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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
KEY BENEFITS
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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
EXAMPLES

FOUR
◦ 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

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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

Type one
◦ In four lines, How can you
incorporate wring in
class?
TYPE ONE

Type Two
◦ In four lines, explain
◦ How type two writing can
encourage active
participation by all
students?
TYPE TWO
Christine
Type one—4lines
1_______________________
X_______________________
2_______________________
X_______________________
3_______________________
X_______________________
4_______________________
Skip lines
Christine
Type 2—4lines
1_______________________
X_______________________
2_______________________
X_______________________
3_______________________
X_______________________
4_______________________
Put which type and amount
of lines in the heading
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

Please use netbooks
Go to Home page
Find DeMarsico
Writer’s workshop
Explore websites on writing
Empower 3000
Find writing examples
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What are three type
one prompts for your
subject area?
1.________________
2._________________
3._________________
NAMES_________________
____________________
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What are three type
two prompts that can
be used in your subject
area?
1.______________
2._______________
3._______________
SUBJECT_______________
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1.________________
2.________________
3.________________
4._________________
5.__________________
6.__________________
7.___________________
8.__________________
grammar
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1.________________
2.________________
3.________________
4._________________
5.__________________
6.__________________
7.___________________
8.__________________
organization

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