7th Grade WritingFridge List 2015-16
General Writing
Students will:
- use standard conventions for spelling, capitalization, and punctuation
-esp. formatting and punctuating dialogue correctly
-esp. using comparative and superlative adjectives and adverbs correctly
- maintain consistent verb tense throughout a piece of writing
- maintain subject/verb agreement
- use a variety of sentence structures
-that exclude sentence fragments and run-on sentences
-being able to identify main and subordinate clauses
- use active and passive voice appropriately
- use all steps of the writing process: planning, drafting, revising, editing, publishing
- use Thinking Maps in the planning process
- use technology to produce and publish writing
Writing to Explain
Students can:
- write multiple paragraphs with a minimum of 28 sentences focused sequentially and logically on the topic
- provide an introductory paragraph including at least 3 sentences.
-with an opening that catches readers' attention
-that addresses the prompt through question, statement, analogy, allusion, or vignette
-with a thesis statement that clearly states the position/topic and previews what is to come
- support thesis with clearly stated reasons
-using quality reasons that are global in nature
-using quality reasons that are distinctly different from each other
- organize information coherently, placing elaboration with its related reasons/details/facts
-using transition topic sentences that include a transition word/phrase
-including evidence/elaboration that relates to stated reason/detail/fact (min. 4 sentences)
-using a variety of examples (e.g., general, personal experiences, anecdotes)
-including a transition sentence at the end of body paragraphs that provide closure
- provide a concluding paragraph including at least 3 sentences
-that restates thesis without repeating it
-that is not a mere restatement of reasons
- use 9 or more words and specific vocabulary to enhance purpose/topic
- establish and maintain a formal style
-without use of slang or casual voice
Writing Narratives
Students can:
- write multiple paragraphs with a minimum of 28 sentences focused on a single event
- provide an opening paragraph of at least 3 sentences
-that entices and orients the reader to the subject
-but does not get into the action of the plot
- provide specific, relevant details
-using a variety of transition words/phrases/clauses to convey sequence, signal shifts of time or setting, and show relationships among events
-with a slowed-down elaboration of one major event
- organize events in coherent sequence, placing elaboration with its related categories
- integrate techniques that break up sequential presentation of chronology (e.g., foreshadowing, flashbacks)
- use deliberate, mature, clear, precise language to help reader visualize events, setting, and characters
-including unique adjectives, precise nouns, and strong verbs
- provide a closing paragraph expressing some observation, opinion, reaction, or feeling
- use 9 or more descriptive words and phrases other than color and size words
- vary sentence structures
- develop appropriate voice and tone in writing
Writing Persuasive/Argumentative
Students can:
- write multiple paragraphs with a minimum of 28 sentences focused logically on the topic
- provide an introductory paragraph including at least 3 sentences.
-that shows audience awareness
-that defines the issue
-acknowledges differing opinions
-with a thesis statement that clearly states the position/topic
- support thesis with clearly stated reasons
-considering points likely valued by the reader
-using quality reasons that are distinctly different from each other
- organize information coherently, placing elaboration with its related reasons
-using transition topic sentences that include a transition word/phrase
-including evidence/elaboration that relates to stated reason (min. 4 sentences)
-using a variety of examples (e.g., general, personal experiences, anecdotes)
-including a transition sentence at the end of body paragraphs that provide closure
- provide a concluding paragraph including at least 3 sentences
-that restates thesis without repeating it
-that is not a mere restatement of reasons
-that leaves the reader with something to ponder
- use 9 or more words and specific vocabulary to enhance purpose/topic
- establish and maintain a formal style
-that denotes both seriousness and passion
Research
Students can:
- identify a topic, developing the focus and potential research question(s)
-clearly identify topic using a thesis statement
- gather relevant information from multiple print and digital sources
-maintaining ethical integrity when writing and documenting sources
- organize information, evidence, details, and quotations that support thesis
-supply sufficient supporting evidence and details
- provide a closing paragraph of at least 3 sentences
-revisiting the thesis without simply repeating it
- include a correctly formatted bibliography