January 4, 2018

How to Introduce the 6 Traits

Learning more about our 6-Trait online graduate class?



This article was originally published by the Writing Teacher, a fine blog that is no longer online.  I retrieved the article using the Wayback Machine from the Internet Archive Project.  Lessons Learned! Always keep a back up copy of your work.  Many thanks to the Internet Archive project for attempting to back up the entire Internet!  This version of the article has been refreshed with additional resources.

Dennis O'Connor teaches online at the University of Wisconsin-Stout and has 42 years of experience as an elementary and middle school teacher, a professional development trainer, and online instructor and designer. As a district Language Arts Coordinator he organized teacher training in the writing process and Traits Writing Model. His online graduate course, Teaching and Assessing Writing with the 6-Traits has been engaging students via the internet for 16 years. In addition to teaching and consulting, he maintains several invaluable websites:

I have taught 6-traits assessment and writing on the Internet since the turn of the century. Before that I developed a writing workshop with a technology enabled blend of writing process and traits. Most of my students were 7/8 mixed classes in a block schedule. I was fortunate to have the same students two years in a row. The blend of writing process and 6-traits instruction produced remarkable results, in the classroom and on the state mandated writing test. Online, I have shared what I learned in the classroom with hundreds of dedicated teachers as they create writing workshops empowered by 6-traits concepts.

Establishing the writing process as the basis for instruction.

It's always writing process first, then the traits. Traits and the writing process fit together naturally. The writing process provides a path to a young writer. The traits are the touchstones on the path.
The pre-writing phase of the traits is the perfect place to hammer home the importance of Ideas. Help young writers generate ideas with any number of brainstorming techniques. When the right topic and information has been generated, you'll see a writer light up.

Drafting helps the writer apply organization, word choice and sentence fluency to the first rush of ideas and voice.

Responding is enhanced by a traits based vocabulary that sharpens and enhances revision. When students understand the language and criteria of traits, they have a variety of ways into the revision process. Simply checking conventions and making a neat copy gives way to revision based on all the traits.

Multiple response sessions may be needed, since you'll want to limit the response to one trait at a time. Too much feedback will only confuse a writer. It's always better to keep the feedback short and focused on one strength and one area for improvement.

Editing for conventions helps prepare the piece for formal assessment and publication, which ends the writing cycle.

Resources:


Where do I start teaching the 6 Traits?


Introduce traits sequentially:


  • Ideas
  • Voice
  • Word Choice
  • Organization
  • Sentence Fluency
  • Conventions
This order of presentation isn't set in cement. If there is a particular trait you are comfortable with, start there. I start with voice in my online class. Many teachers struggle with this trait, so I make understanding the concept of voice the foundation for the class. However, in a face-to-face, K-12 classroom, the trait of ideas is a logical place to start, as generating ideas is the first step in the writing process.

How much time do I spend teaching the 6-traits?

You can spend the entire year working with the writing process and the 6-traits and never exhaust the possibilities. Of course, you have to adapt your planning to meet the realities of your classroom. That said:

  • Quick overview introduction: 6 short lessons, one for each trait.
  • Introduce one trait at a time.
  • Introduce and teach all of the traits.
  • Go deeper throughout the year. Schedule 2-4 weeks for each trait.
  • Provide rubrics, 6-traits writing guides and checklists.

Rubric Resources:

First teach the concept, then apply the concept as a trait of writing.

Introduce the core concept of a trait separately from writing.
  • What's the voice you see in a painting or hear in music?
  • Can you recognize fluency in a dance?
  • One more good example
A teacher in one of my online classes introduced organization by scattering desks all around her room. Students walk in and suddenly, they're confused. There's no order! Once students experience the connection between chaos and organization, it's time to explain the concept of organization in writing.

A basic pattern for introducing each trait.

Hammer home the trait's criteria with many small focused lessons, followed by a practice writing period.
  • Compare strong and weak writing examples for each trait.
  • Provide ample practice rewriting weak samples into strong samples.
  • Have students score sample papers.
Consider using online databases of practice papers that provide expert feedback. Have students assess samples for a single trait and then check expert feedback. Students need to practice recognizing traits in anonymous samples many times before they are able to independently use the traits to revise their own writing.

After presenting your traits mini-lesson, write with your students. As you write, you will show your students how important writing really is. Revise your weak pieces using a computer or overhead projector. Use a think aloud technique as you revise for a specific trait. This form of modeling is essential to any writing workshop.

Seize Teachable Moments

If a chance to understand another trait presents itself before you formally introduce it, seize the teachable moment! Quickly introduce the new trait in the context of the current trait. If you have an opportunity to show how finding the right idea fires up a writer's voice with confidence and enthusiasm, don't miss it! Say enough about a trait to be appropriate for the moment without getting lost in a tangent. Foreshadowing concepts and vocabulary creates a foundation for the traits concepts to come.

Use 6-Traits Posters

Plaster the walls with traits posters. Keep the concepts and criteria on the walls for ready reference. Sometimes just walking over to the poster and touching it as you talk will set the patter for your students. Soon you will see students glancing at the posters as they work. Constant coaching on the concepts, supported by bullet points on the criteria helps everyone build understanding. Posters that explain the writing process are a good idea as well. Multiple graphics representations of big concepts are always a good idea.

Resources:

Plan to Teach and Re-Teach.

Each time you introduce the concept of a new trait, refer to the previous trait, while mentioning the traits yet to come. Freely use the vocabulary of traits as you present your mini-lessons. Plan to teach and re-teach throughout the year. Combine mini-lessons with ample writing time focus on the trait. When using sample papers or the practice databases available on the web, focus one trait at a time. Here's the practice pattern:
  • Read the story.
  • Write your traits score and a brief rationale for your thinking.
  • Check your score against that of the experts.
Once the new trait is locked in, repeat the process for each trait you have already introduced. This can be done solo or in small groups. Understanding the traits by scoring and discussing multiple samples works for both students and teachers!

Resources:

Traits allow meaningful revision!

The ultimate goal of writing instruction is for students to become assessors of their own writing. 6-Traits provides the vocabulary and the concepts teachers and students need to recognize the entry points for revision. Too often, students think revision is just a matter of fixing the sloppy copy. While conventions are important, there are 5 other, equally important traits to consider while revising during the writing process.

It is best to save intense focus on conventions until the editing phase which happens just before the publishing stage of the writing process. Sadly, many young writers freeze when hit by negative feedback on conventions. Those who don't instantly suffer a case writer's cramp may go into a play it safe shell that destroys voice by limiting word choice to only those words the writer can safely spell. By postponing editing until later in the writing process, the writer has time to practice traits application during an extended respond and revise experience.

Patience and Waiting for Eureka Moments

When you first start, you wonder if a six traits approach will really work. You have to commit a lot of time to teaching and writing. This is difficult in test-driven environments where time is short and success isn't always measured by improved writing ability. However, over the course of the first year you will see significant improvement. It will take faith and patience, but doesn't all teaching?

I recall a eureka moment as I listened to previously inarticulate kids from my toughest class speak eloquently about the ideas and voice being shared by their peers. These middle schoolers, who a few months earlier hated writing, were using traits vocabulary to offer supportive and insightful feedback. It is moments like these teachers never forget. These people were writers helping each other.

Contrast the hushed and focused atmosphere of a writing-process-based classroom full of motivated young writers with the groans, protests, and glassy eyed resentment of kids stuck in a test prep system and you'll understand why fighting to create a writing workshop powered by the traits is worth the effort.

Recommended books on the 6-Traits

PK-4 Creating Young Writers: Using the Six Traits to Enrich Writing Process in Primary Classrooms (2nd Edition) (Creating 6-Trait Revisers and Editors Series) (Paperback) by Vicki Spandel. Allyn & Bacon; 2007


Middle School-Adult EdCreating Writers Through 6-Trait Writing Assessment and Instruction (5th Edition) (Creating 6-Trait Revisers and Editors Series) (Paperback) by Vicki Spandel. Allyn & Bacon, 2008.

December 28, 2017

Understanding Voice: AV Lecture


Finding Their Voices 

We begin with Voice, because more than any other trait, it seems to intimidate or confuse teachers and parents. Voice: What is it? Can it be taught? How do we explain Voice to the parent who says, "I never had it when I was in school!"?

(Continue on to the complete lecture)


6+1 Writing: Web Resources by Trait: Organization

Interested in a 6-Trait online graduate course?




"I think a title is like a magnet. It begins to draw these scraps of experience or conversation or memory to it. Eventually, it collects a book. " Louise Erdrich (1954 -) US-American Indian Chippewa writer, poet .

6+1 TRAIT Writing Education Northwest (The original home for the six traits still has some good resources!)

Chris Meeks on Organization (Internet Gold from the Wayback Machine)

The Writing Traits at Writing Fix: 6 + 1 Good Info on all traits, including organization.

WritingFix: Teaching the Skills of Organization The WritingFix is the best!

Stoplight Writing: Graphic Organizers for Paragraph Structure

Interested in a 6-Trait online graduate class?

April 27, 2017

6-Traits Writing Online: Register Today

teaching and assessing writing with the 6 traits university of wisconsin stout



Renee Williams
Instructor:Renee Williams
Telephone: 971-4504572474
E-mail:williamsr@uwstout.edu
Office appointment calls available via Skype: renwill11 in Dubai, U.A.E.


Testimonials

The lectures and readings, coupled with active on-line discussions with classmates, helped me gain an understanding of how to enable students to use all traits effectively. 

  • I've come to understand that all traits are useful in all stages of the writing process, though conventions and presentation should typically be emphasized less until students' ideas are already on paper. 

  • I've also learned that one can teach students traits through subjects seemingly unconnected with writing at first glance—teaching students to look for ideas in a musical selection, for instance.  ~ Crystal Conklyn

Each week has only enhanced my feelings about using the traits. I've learned that using 6-traits is a simple way to both organize writing instruction and assess each students writing capabilities. 

I also like how it's designed to support students in a positive manner.  I can identify each student's strengths and weaknesses in just a few minutes by concentrating on one trait at a time with the rubric in hand.  I also have more time to do short mini-lessons with individual students or small groups based on their needs.  I save the whole group lessons for actually teaching the traits within the writing process.  I'm also encouraged by the growth of my student's writing abilities this year. 

I'll definitely continue to use 6-traits in my class! ~ Michelle Hicks

You Will Learn How to

  • Enhance student writing by teaching and assessing ideas, organization, voice, word choice, sentence fluency, conventions
  • Build the reading/writing connection using mentor texts
  • Use digital tools in the writing process
  • Use the writing process with multiple ways to teach
  • Prewriting/Brainstorming
  • Organizing and developing a message/drafting
  • Revising/changing, rewriting, clarifying, deleting and regrouping text
  • Editing/grammar, punctuation and spelling corrections
  • Preparing product for publication/sharing
  • Engage students in the art of writing well
  • Develop time-saving assessment and feedback strategies using rubrics
  • Make connections between the 6-Traits, Common Core and writing across the curriculum

Includes e-Textbook

Textbook for PK-3 teachers:
Spandel, Vicki, (2011). Creating Young Writers: Using the Six Traits to Enrich Writing Process in Primary Classrooms (3rd Edition) (Creating 6-Trait Revisers and Editors Series), Pearson Education.ISBN: 978-0132685856

Textbook for Grades 4*, 5, Middle School, High School, and Adult Ed teachers:
Spandel, Vicki. (2012). Creating Writers: 6 Traits, Process, Workshop, and Literature (6th Edition). Pearson. ISBN: 978-0132944106

*4th grade teachers, ESL, Special Ed, and teachers working in 'inclusive' classrooms could benefit from using both books.


Additional reading materials will be included as e-mail mini lectures or references on the WWW.

When you log in to the course, you will access the e-textbook to read online from your tablet, laptop or desktop. The e-textbook software is compatible with an iPad, Kindle Fire or fully Internet-capable device. It is not compatible with a Kindle Reader.

You can highlight info and organize info in the e-book (i.e. adding a note stating something like "reference in my discussion posting") and print only what you want for use as a study guide. You may share notes and highlighting with peers in the class. Printing of the entire textbook is allowed for your personal professional use.


Objectives

  1. Articulate an understanding of the historical foundations of the 6-traits writing movement and its relevance to classroom instruction.
  2. Analyze writing samples based on the critical attributes of each trait.
  3. Apply a variety of composing and revision techniques used in the writing process.
  4. Apply the 6-traits rubrics to analytically score writing samples and describe reasoning behind scoring decisions based on the point scale rubrics of the Northwest Regional Educational Laboratory (NWREL) and the Oregon Public Education Network (O.P.E.N.).
  5. Utilize online databases to practice analytical scoring for each of the 6-traits.
  6. Demonstrate effective strategies for teaching writing and differentiate 6-traits instruction based on a wide range of academic diversity including English language learners and special needs students.
  7. Redesign current writing lessons and integrate the 6-traits approach with developmentally appropriate learning activities.
  8. Analyze the impact of standardized testing on writing instruction and how 6-traits assessments prepare students for Common Core state and national writing tests.
  9. Apply collaborative learning theory, model the technique with writing classes, and demonstrate use of technology such as discussion forums, online writing centers, blogs and wikis for writing assignments.
  10. Increase the frequency of student writing and strategic integration of carefully designed writing tasks in different subject area curriculum.
  11. Write reflectively about the themes, topics, and issues involved in teaching with the 6-traits.
  12. Synthesize current research, contemporary theories, teaching strategies, and instructional technology to teach writing in content areas.
By the end of the course participants will be able to efficiently assess student writing using the 6+1 Traits™ model. Participants will have shared effective methods for teaching each trait. Finally, participants will publish an original student sample, complete with 6-traits scores and rationales.

Instructor-Student Communication

The primary methods for communicating with students with be via...
  • Course News Updates, instructions, advice and tips will be posted in the Course News. Remember to check it each time you login to your course. Please log in at least four times a week.
  • Discussion Check the Discussion Board posts and responses regularly and remember that your level of Discussion Board participation and your discussion summary will be factored into your grade.
  • Your UW-Stout Email Account
    Check the university email at least every other day. Daily is better. No course communication will be sent to your home/work personal email accounts.
As we complete each activity, you are encouraged to share your discoveries and successes with other participants and collaborate during team problem-solving. Participants may share drafts of works-in-progress for peer feedback and discuss ideas and suggestions before submitting the final project.

Each participant brings unique needs and resources to the group. Our sharing will provide a broader base of experience as we discover the solutions to each other's design needs and challenges.

Since our diverse groups are usually in many different time zones feel free to use the following aids to determine what time it is in your classmates' countries and/or cities. This will help when setting up real-time chats with your learning partner during collaborative projects.



Evaluation

Your final grade will be based on:
40% - Satisfactory completion of module activities
20% - Final Project
20% - Online Discussion (postings to Discussion Forum
20% - Self-reflection
Your projects will be evaluated using standards listed on the module rubrics or checklists.
A -- Exceeds the standard 
B -- Proficient demonstration of the standard 
I -- Incomplete demonstration of the standard (Work must be resubmitted.)
Evaluation of your Discussion Forum participation is cumulative and subjective based on notes that the facilitator records each week. Always feel free to e-mail your facilitator for help in upgrading your participation in the Discussion Forum.
Exemplary indicates you participated above the minimum level in both quantity and clarity of communication in your Discussion Forum postings.

Proficient indicates you met the minimum requirement. Discussion postings are timely, relevant and include some feedback about the readings and responds to others' comments in the discussions

Partially Proficient Discussion postings are too few in number, or too trivial to fully meet the requirement. For example, most of the postings are "I think so too" or "I disagree", but lack any argument that adds to the discussion or includes excessive quoting from the material without any real supporting evidence of how the topic might integrate with their classroom teaching.

Incomplete indicates you consistently contributed below the minimum two messages per week or contributions were merely perfunctory ("I agree with so and so.") or unclear.

Reflections will be evaluated for clarity and your understanding of the readings and activities.

Any time that you want to ask about your progress, send an email directly to your facilitator.

Grading Scale
A100-94
A-93-91
B+90-88
B87-84
B-83-81
C+80-78
C77-74
F73 or below
To maintain Full Academic Standing, a cumulative GPA of 3.0 is required for graduate students.

Course Outline

  1. Getting Started With Traits Introductions, Community, The 6-Traits Theory, Historical Foundations, The Writing Process, Coaching Students Trait by Trait
  2. Trait: Voice
    Finding the Courage to Speak from the Heart, Teaching students to be assessors, Composing and revision in the writing process, Teaching strategies, Voice and informational writing, Books for teaching Voice, Six point writing guide
  3. Trait: Ideas and Content
    Generating Great Ideas, Ideas defined, Lessons and strategies for Ideas, Practice papers for Ideas, Ideas sample rubrics, Three level writing guide, Timeline/revision checklist for Ideas, Ideas and informational writing, Prewriting activities, Ideas as a foundation for meaning, Books for teaching Ideas
  4. Trait: Organization
    Techniques and Tips for Structuring Student Writing, Organization defined, Timeline/checklist for Organization, Teaching of Organization, Books for teaching Organization, Practice papers for Organization, Focused lessons for Organization, Three level writing guide, Six point writing guide
  5. Trait: Word Choice
    Developing Descriptive Vocabulary to 'Show' What You Know, Word choice defined, Timeline/checklist for Word Choice, Teaching Word Choice, Books for Teaching Word Choice, Six point writing guide, Practice papers for Word Choice, Focused lessons for Word Choice, Informational writing guide
  6. Trait: Sentence Fluency
    Developing Rhythm, Sentence Fluency defined, Teaching strategies, Teaching Sentence Fluency, Books for Teaching Sentence Fluency, Practice papers for Sentence Fluency, Focused lessons for Sentence Fluency
  7. Trait: Conventions
    Conventions - Editing, Not Correcting / Assessments & Grading, Conventions defined, Timeline/checklist for Conventions, Books for teaching Conventions, Teaching Conventions, Scoring for Conventions, Practice papers for Conventions, Focused lessons for Conventions, Six-trait rubric
  8. Practical Applications of the 6-Traits in Writing Across the Curriculum
    Use of technology for collaborative writing and editing in the classroom, Writers workshops in the disciplines and across the curriculum, Writing and the discipline areas, Understanding the role of audience, Modes of writing and the content areas
  9. The Assessment Roundtable Bringing It All Together
    Assessing middle school, high school and community college writers, Communicating with students, Expanding the vision of 6-traits and the writing process in the classroom

Participation and Collaboration

Participants will:
  • Exchange posts with their colleagues and participate in discussions using a Discussion Forum
  • Review and discuss online and text based reading materials
  • Use online examples to practice score each trait
  • Score demonstration papers using the rubric and discuss assessment rationale
  • Develop and score an original student sample for all traits.
You will be able to customize activities to your specific teaching responsibilities and needs.

Accommodations

If you believe the course requirements create a conflict with your observance of religious holidays, please notify the instructor within the first two weeks of the semester so that appropriate alternative options can be arranged.

Accessibility

UW-Stout strives for an inclusive learning environment. If you anticipate or experience any barriers related to the format or requirements of this course please contact the instructor to discuss ways to ensure full access. If you determine that additional disability-related accommodations are necessary please contact the Disability Services office for assistance 715-232-2995 or contact the staff via email at this website: http://www.uwstout.edu/services/disability/contact.cfm


Library Services

To access UW - Stout's Library Services visit http://www.uwstout.edu/lib/. In addition to traditional and online services, the library maintains many helpful videos on searching and use of the online research tools.


© Copyright 2017. All rights reserved.
Credits: Logo design by Carlo Vergara

February 5, 2017

6-Trait Practice Paper Archive - Open to Guests

Teaching and Assessing Writing: Be Our Guest! 

The site is open to all current and former students via password. Visitor are welcome and can tour the site as our Guest.

 

December 5, 2016

Books and New Ideas For Motivating Reading - 100% Online


UW-Stout 100% Online Graduate Classes: Boost your Reading Program in 2017 - Register Now



Dates: January 9 - March 17 2017


3 hours graduate credit may be applied to professional development or as an elective in the Master of Science in Education degree program.

Do you want to update the book lists for your classroom or library?

Join one of these classes in January and share ideas for integrating books into every corner of your curriculum, develop activities to motivate reading and inspire learning and curiosity.

The online course provides time for participants to read the books on your "I want to read list" and focuses on current books that have been published during the past five years.

RDGED 703 Children's Literature in the Reading Program (grades K-5)
Online Course 3 semester hours graduate credit
Instructor: Sharron McElmeel
Spring: RDGED 703 930 January 9 - March 17, 2017

RDGED 704 Young Adult (YA) Literature in the Reading Program (grades 6-12)
Online Course 3 semester hours graduate credit
Instructor: Sharron McElmeel
Spring: RDGED 704 930 January 9 - March 17, 2017



  • No travel to campus required.
  • Participate from your home or work computer during hours that are flexible and convenient for your work and family schedule and responsibilities.
  • The class is highly interactive with a significant discussion component. 
  • All discussion postings, projects, and assignments will be submitted via the course discussion board and Dropbox. 
  • Activities are conducted according to a schedule with specific due dates each week; there are no required "live" chat sessions.
  • This is not a self-paced course.


Sign Up Soon!


August 29, 2016

Join the Writing Lesson of the Month Network

Here's the latest news from Corbett (and Dena) Harrison. If you have not yet joined the Writing Lesson of the Month Network, Do so! Invaluable, classroom tested mentor text inspired lessons are just a few clicks away. ~ Dennis 


SEPTEMBER'S WRITING LESSON:  I had a lot of interest in the lesson of the month when I summarized it last month, so I worked hard to post it a few days early this month.  As school picture day looms or is still fresh in their memories, you might want to capitalize on making a great story using this month's The Worst Picture Day Ever lesson and writing challenge! 
Other goings-on at the website to take note of this September:
  1. For the past two years we've celebrated September as "Writer's Notebook Month" here at Always Write. We are doing it again this year; after all, this is the time of year you want to teach your students to LOVE their notebooks and to look forward to visiting them daily during Sacred Writing Time.  If you successfully do this, we invite you to enter our Writer's Notebook Metaphor Contest--now in its third year!  Four student-made metaphors will be chosen as "victorious," and they will be used to inspire a new poem about writer's notebook that I will write and post.  Look at the past two years' examples using the link!  We'd love to have original metaphors from really young writers as well as the older ones this year.  Those metaphors will happen if you're rolling out your writer's notebook routine well!
  2. September's Writer's Notebook Bingo Card has one of our favorite "center-square" lessons for helping students learn to create interesting pages for their writer's notebooks.  You can preview/use the September Bingo Card (and its center-square lesson) here.  Click on the link in the center of the September card to access the lesson called "Alpha-Genres."
  3. September 1-15's Sacred Writing Time Slides are available for preview as well.  The preview slides actually started back on August 15, but I know some of your school years have just started.  Try out our Sacred Writing Time Slides with your student writers; there is a reason why the resource is our #1 best-seller!
  4. Remember, all past Lessons of the Month are archived at the Always Write website.  Click here to see this month's as well as the past forty-eight months' worth.   You can also preview the mentor texts that will be used to inspire the rest of the lessons for 2016 that are coming!

I hope you're all having a great start to the year.  It's so important during the first month or two of instruction to build a positive atmosphere for writers of all ability levels.  All of our lessons at Always Write are designed to help you do that. 
--Corbett (and Dena) Harrison -- Always Write and WritingFix 
Visit Writing Lesson of the Month Network at: http://writinglesson.ning.com/?xg_source=msg_mes_network

To control which emails you receive on Writing Lesson of the Month Network, click here

August 21, 2016

Back to School with Great Materials from Corbett Harrison


Help Support WritingFix and Always Write.

Corbett Harrison:

Dear teachers, writers, and friends,
I've been scrambling to get our two new products from this summer posted at Teachers Pay Teachers in time for their big sale on Monday.  As with all our new products each summer, we like to offer them at a bargain price before they go full price.  Here's an update on new products that will be 10% off on Monday at our Teachers Pay Teachers Store!
  • Our Monday Pun-Day materials are completely ready to go, including access to this accompanying resource page we've posted at Always Write; the website contains links to some of our most enjoyable (and completely complimentary!) "word play" assignments.  On Monday, they'll be available for 10% off.
  • Our new Sophisticated Sentence materials are--sadly--not quite there yet, but they will be ready before August is over.  If you want a sneak peak of this product, you can still access these two sets of materials from Always Write that we shared in Texas in July: Session 1 & Session 2.  If you were planning to purchase this new resource, email me (corbett@corbettharrison.com), and I will send you the first three lessons early on this week so you can get started, and I'll make sure you get emailed when the full product is first posted with its preliminary discount price at TPT.   I apologize for the delay, but my University asked me to teach a new online course this September, and it has bogged me down a bit!  Thanks for understanding.
Also on sale this Monday at TPT for 10% off:
We sell products like the ones above to pay the fees it takes to keep Always Write and WritingFix online and clear of advertisements. I'd like to point out that we also feature some pretty great complimentary resources at Teachers Pay Teachers too.  Here are four of my personal favorites:
Enjoy your weekend!  If you're a bargain hunter, don't miss out on Monday's sale at TPT!
--Corbett (& Dena) Harrison -- Always Write

Visit Writing Lesson of the Month Network at: http://writinglesson.ning.com/?xg_source=msg_mes_network