1. Six Trait Writing Voice! Developed by the Milwaukee School District
“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.)
Developed by the Milwaukee School District

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. Let’s practice! DIRECTIONS:
Read the quotations and match them to the correct speakers.
1. I am inspired by people who rise above their adversity. That’s my deepest aspiration. And also I’m inspired by that fact that if I really, really want to, I think I can do anything.
2. I've outdone anyone you can name - Mozart, Beethoven, Bach, Strauss. Irving Berlin, he wrote 1,001 tunes. I wrote 5,500.
3. Reading was just plan torture. When Sue Ellyn read her page, or Tommy Bob read his page, they read so easily that Trisha would watch the top of their heads to see if something was happening to their heads that wasn’t happening to hers…She just knew she was dumb.
4. Words mean more than what is set down on paper. It takes the human voice to infuse them with deeper meaning.
5. A man may die, nations may rise and fall, but an idea lives on.
“Let’s see if you can tell who wrote something just by the tone of the writing. Even taken out of context, the voice of these writers comes through loud and clear.”
(Instruct participants to take out a scrap paper and number it from 1-5 (It may be easier to complete this if you prepare a worksheet for this activity with the names on them so that people can see the names AND the quotes at the same time). After reading each quote, they will try to match the quote with the speaker. If the voice is loud and clear, it should be apparent who said what.)

9. Let’s practice! A. Patricia Polacco B. John F. Kennedy D. Bill Clinton
Read the quotations and match them to the correct speakers.
A. Patricia Polacco
B. John F. Kennedy
C. Maya Angelou
D. Bill Clinton
E. Faith Ringgold
F. James Brown
ANSWERS:
1._____
2._____
3._____
4._____
5._____
ANSWERS:
1. Faith Ringold
James Brown
Patricia Polacco
Maya Angelou
John Kennedy

10. 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.

11. Junie B. Jones - Barbara Parks
A great story about a young girl and how she feels about school, friendships and life.
The voice of Junie B. Jones reflects the thoughts, feelings and emotions of young children.

12. Love You Forever - Robert Munsch
A great read aloud for any age!
Over the course of a lifetime, the love a mother has for her son is revealed to the reader.

13. The True Story of the 3 Little Pigs - Jon Scieszka The Three Little Wolves and the Big Bad Pig - Helen Oxenbury
There are many new versions of classic children’s stories. Each one tells a familiar story from a fresh perspective. This really helps students understand the personal nature of voice.
The voice of these traditional characters change as their roles are reversed in these tales.

14. Because of Winn-Dixie – Kate DiCamillo
A very personal story about feelings of loneliness and the importance of having someone, even if it’s a dog, to talk to.
The voice of Opal and her love for a dog resonates with the reader in this classic tale.

15. 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.)

16. Voice . . .in student writing
Now let’s look at a piece of student writing.
Use a voice rubric to determine if it is stronger than weak or weaker than strong in the elements of the trait of VOICE.
“Bring up a student passage from the Milwaukee Public School’s portal page, or from another piece of writing. In addition, use a rubric specifically for the trait of voice.”
(There are a variety of other student samples. They may choose from those on the portal if time permits.)

17. Check for Understanding
Choose a piece of student writing
Select a Voice Rubric (for younger or older students)
Work with another person
Discuss
Come to consensus on feedback
Keep the feedback specific and positive (keep in mind how to improve as a writer…not just this piece)
Be able to articulate why you would give a particular comment
“Now that we have looked for elements of voice, we need to craft feed back for students. This is difficult because it is so easy to provide evaluative rather than formative feedback. Choose one of the pieces of writing you discovered on the portal and write feedback that is effective in moving the student as a writer.”
(Participants download the file marked “The Process of Providing Effective Feedback”, a rubric appropriate to the piece of student writing, along with samples of student writing. Then apply the rubric to the student work. After discussing the piece with a partner, feedback needs to be constructed to provide students with a way to improve writing – not this particular piece of writing, but their writing using voice in general. Remind the group that the feedback needs to offer the student specific advice for how to improve as a writing using good voice. The paper may need additional revision, but we will focus only on voice in this exercise.)

18. Providing Effective Feedback:
Now Individually…
Choose one of the other student writing samples.
Use one of the voice rubrics to develop specific formative feedback for a student that would help him or her enhance the voice.
Do not give a number. Just write specific (narrative) feedback that would nudge the writer, not overwhelm the writer.
“Follow the same process used in the previous slide that was done with a partner. Using one of the pieces of student writing, this time write the feedback on your own.”

19. Activities to use with children
Next Steps…
Activities to use with children

20. 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.

21. More Lessons… Adapted from Great Source:
Two Versions—Same Topic
Select two totally different writings on the same topic. Let’s say your topic is astronomy; you might choose one passage from Carl Sagan’s book Cosmos, and one from the encyclopedia. Assess both for voice, and talk about differences in purpose and audience. Sagan’s book has a very different voice compared to an encyclopedia. What are the differences? Why are there differences? How is voice influenced by the writer’s perceived purpose and audience?
A suggestion that would be more appropriate for older students

22. To Summarize. . .

23. 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!)

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

25. 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.)

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

27. 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!