One of the 6 Traits strategies for effective writing includes organization. ESL students will need support and scaffolding to learn to organize their writing to meet specific purposes. Teaching the language of writing, teaching about different purposes for and genres of writing, and utilizing graphic organizers are strategies that are effective for all students. Add in a layer of understanding of what English language learners can do in terms of language, and the scaffolding becomes more specific.
Teach Language Specific to 6 Traits Writing Organization
To become successful writers, ESL students will need to learn the vocabulary of writing, particularly words and phrases that describe the process of organizing. It’s all too easy to talk about “genres,” “topics, ” and “transitions,” for examples; but terms such as these can go right over the heads of English language learners and may even confuse them.
Some examples of writing-related vocabulary might include: genre, topic, paragraph, headings, opening, conclusion, thesis, transition, opinion, fact, essay, report, notes, outline, summarize, interview, quotations, revise. Vocabulary lists will need be generated based on grade level.
Teachers should provide age-appropriate models when teaching concepts such as “engaging openings” or “thesis statements.” Young students can learn from good writing found in picture books. Older students may study magazine articles, short stories, or essays to find examples of the concepts to be learned.
Anchor charts provide a means of scaffolding the language of 6 Traits writing. Charts can be used to anchor both vocabulary and models to specific concepts. Anchor charts should be hung where they can be easily accessed and referred to during discussions and while working on assignments.
Teach Genres and Purposes in Writing
Writers write for different purposes, and those purposes require different genres and organizational structures. Students who are expanding their English at the same time they are learning to write will need to be explicitly taught the language of genres and provided with multiple examples.
Purposes for writing may include (but certainly are not limited to) personal journaling, writing for others to read (such as novels, short stories, biographies, mysteries, autobiographies), or writing to inform (such as newspaper or magazine articles, guidebooks, reports, or research papers). Students may also write opinion pieces for publication, speeches, letters to the editor or to individuals to introduce themselves, express an opinion, nominate someone for an award, or persuade someone or a group to take a particular action, or write copy for commercials or advertising.
The purpose will dictate the genre, although advanced writers may experiment with mixing genres or using genres in non-conventional ways to accomplish their purpose. Example of genres used in writing include:
- Personal journaling – write for oneself focusing on personal topics.
- Descriptive – describe a person, place, object, or event in vivid an engaging detail.
- Expository – provide information such as an explanation, directions, report or research.
- Narrative – tell a true story describing an experience or event.
- Persuasive – persuade or convince the reader to take a specific action, or that the writer’s opinion or point of view is a valid one.
- Fiction – write imaginative stories about make-believe characters; this genre includes a variety of sub-genres including slice-of-life, mystery, fantasy, historical drama, etc.
- Poetry – use language in creative art forms to convey an image, emotion, or concept; poetry can utilize rhyme, meter, and repetition or be free form.
- Plays – write a dramatic or comedic scene or story for the purpose of production as a staged event.
ESL students will benefit from engaging in group exercises or working with partners when learning to differentiate genres and purpose as well as in actual writing.
Use Graphic Organizers to Scaffold ESL Writing
English language learners may need extra support organizing their ideas or their notes in preparation for writing. Graphic organizers can provide scaffolding for all students, but especially for ESL students.
Graphic organizers help writers to brainstorm, classify information, plan their work, and make decisions about writing based on research. For example a simple web can help even young students brainstorm and classify information related to a topic. A two-column chart can help older students differentiate between fact and opinion prior to writing. A sequencing chart can guide students in ordering their topics using terms such as first, next, and last.
There are many websites that offer templates for graphic organizers. Eduplace.com and ESLflow.com both offer a wide variety of excellent graphic organizers and planning charts that can be used and adapted for students of all ages and language proficiency levels.
Utilize Can Do Descriptors to Support 6 Traits Writing Instruction
Teachers working with ESL students need to know what those students are capable of in terms of language usage. The WIDA consortium – a multi-state, non-profit educational group dedicated to establishing standards and assessments for English language learners – provides research-based “Can Do Descriptors.” These descriptors lay out what ESL students at varying levels of language proficiency can do when reading, writing, listening and speaking in English.
The Can-Do Descriptors provide teachers with information that can help guide and differentiate writing lessons. For instance, a beginning English language student may be able to make content-related lists of words or phrases and even take notes using graphic organizers or models. But a student will need a much higher level of language proficiency in order to summarize content-related notes taken from a lecture or text or to be able to compose narrative and expository for multiple purposes.
The Can Do Descriptors for elementary, middle and high school can be found on the WIDA website.
The tips provided above for helping ESL students learn to organize their writing – teaching the language of writing, teaching genre and purpose, and using graphic organizers – are strategies that are good for teaching all students. When combined with an understanding of what English language learners can do at varying levels of language proficiency (as provided in WIDA’s Can Do Descriptors), these strategies provide a strong framework for helping ESL students become more proficient and more independent as they learn to organize their writing.
Learn more, read "Adapting 6 Traits Writing for Elementary ESL students" and "Supporting ESL Students in Inclusive Classrooms."
Margaret M. Williams - Margaret M. Williams (Peggy) has been a teacher for over 25 years. She currently teaches first grade in a classroom that combines native ...
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