W.7.1. Write arguments to support claims with clear reasons and relevant evidence.

1. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.
2. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
3. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.
4. Establish and maintain a formal style/academic style, approach, and form.
5. Provide a concluding statement or section that follows from and supports the argument presented.

W.7.4. Produce clear and coherent writing in which the development, organization, voice and style are appropriate to task, purpose, and audience.

W.7.5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

W.7.6. Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.

W.7.8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

W.7.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

1. Apply grade 7 Reading standards to literature (e.g., “Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history”).
2. Apply grade 7 Reading standards to literary nonfiction (e.g. “Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims”).

Writing: Students will develop and strengthen writing by engaging in a recursive process that includes prewriting, drafting, revising, editing, and publishing.

7.2.W.1 Students will apply components of a recursive writing process for multiple purposes to create a focused, organized, and coherent piece of writing.

7.2.W.2 Students will plan (e.g., outline) and prewrite a first draft as necessary.

7.2.W.3 Students will develop drafts by choosing an organizational structure (e.g., description, compare/contrast, sequential, problem/solution, cause/effect, etc.) and building on ideas in multi-paragraph essays.

7.2.W.4 Students will edit and revise multiple drafts for organization, transitions to improve coherence and meaning, using a consistent point of view.

7.2.W.5 Students will use resources to find correct spellings of words (e.g., word wall, vocabulary notebook, print and electronic dictionaries, and spell-check).

Writing: Students will write for varied purposes and audiences in all modes, using fully developed ideas, strong organization, well-chosen words, fluent sentences, and appropriate voice.

7.3.W.3 Students will introduce a claim and organize reasons and evidence, using credible sources.

7.3.W.4 Students will show relationships among the claim, reasons, and evidence.

Writing: Students will apply knowledge of vocabularies to communicate by using descriptive, academic, and domain-appropriate abstract and concrete words in their writing.

7.4.W.1 Students will use domain-appropriate vocabulary to communicate ideas in writing clearly.

7.4.W.2 Students will select appropriate language to create a specific effect according to purpose in writing.

Writing: Students will demonstrate command of Standard English grammar, mechanics, and usage through writing and other modes of communication.

7.5.W.1 Students will write using correct mechanics with a focus on commas, apostrophes, quotation marks, colons, and semi-colons.

7.5.W.2 Students will compose simple, compound, complex, and compound-complex sentences and questions to signal differing relationships among ideas.

7.5.W.3 Students will use prepositional phrases and clauses (e.g., dependent and independent) in writing.

1.4  Writing - Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content.

CC.1.4.7.M

Write narratives to develop real or imagined experiences or events.

CC.1.4.7.N

Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters.

CC.1.4.7.O

Use narrative techniques such as dialogue, description, and pacing to develop experiences, events, and/or characters; use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.

CC.1.4.7.P

Organize an event sequence that unfolds naturally and logically, using a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another; provide a conclusion that follows from and reflects on the narrated experiences and events.

CC.1.4.7.Q

Write with an awareness of the stylistic aspects of writing.

• Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.
• Use sentences of varying lengths and complexities.
• Use precise language.
• Develop and maintain a consistent voice.

CC.1.4.7.R

Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.

CC.1.4.7.T

With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

CC.1.4.7.X

Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Fundamentals of Writing

• Employ a recursive writing process that includes planning, drafting, revising, editing, rewriting, publishing, and reflecting.
• Interact and collaborate with peers and adults to develop and strengthen writing.
• Produce writing in which the development, organization, and style are appropriate to task, purpose, discipline, and audience.
• Use clear and coherent written language to accomplish a purpose such as learning, enjoyment, argument, and the exchange of information.
• Monitor progress throughout the writing process and adjust strategies as needed from independence to collaboration within a writing community.

Standard 1: Write arguments to support claims with clear reasons and relevant evidence.

1. 1  Write arguments that:
   1. introduce claims, acknowledge alternate or opposing claims, and organize the reasons and evidence logically;
   2. use relevant information from multiple print and multimedia sources;
   3. support claims with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text;
   4. use an organizational structure that provides unity and clarity among claims, reasons, and evidence;
   5. develop the claim providing credible evidence and data for each;
   6. develop and strengthen writing as needed by planning, revising, editing, rewriting;
   7. paraphrase, quote, and summarize, avoiding plagiarism and following a standard format for citation;
   8. establish and maintain a formal style and objective tone;
   9. provide a concluding statement or section that follows from and supports the argument.

Standard 6: Write independently, legibly, and routinely for a variety of tasks, purposes, and audiences over short and extended time frames.

6. 1 Write routinely and persevere in writing tasks over short and extended time frames, for a range of domain specific tasks, and for a variety of purposes and audiences.

7.W.TTP.1 Write arguments to support claims with clear reasons and relevant evidence.

1. Introduce claim(s).
2. Support claim(s) with logical reasoning and relevant, sufficient evidence; acknowledge alternate or opposing claim(s).
3. Organize the reasons and evidence clearly and clarify the relationships among claim(s) and reasons.
4. Use credible sources and demonstrate an understanding of the topic or source material.
5. Craft an effective and relevant conclusion that supports the argument presented.
6. Use precise language and content-specific vocabulary.
7. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.
8. Use varied sentence structure to enhance meaning and reader interest.
9. Establish and maintain a formal style.

7.W.PDW.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

7.W.PDW.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

7.W.PDW.6 Use technology, including the Internet, to produce and publish writing and to collaborate with others; link to and cite sources; type a complete product in a single sitting as defined in W.1-3.

7.W.RBPK.7 Conduct research to answer a question, drawing on multiple sources and generating additional related, focused questions for further research and investigation.

7.W.RBPK.8 Integrate relevant and credible information from print and digital sources; quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

7.W.RBPK.9 Support interpretations, analyses, reflections, or research with evidence found in literature or informational texts, applying grade 7 standards for reading; assess whether the evidence is relevant and sufficient to support the claims.

14. Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to:
    1. plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea;
    2. develop drafts by choosing an appropriate organizational strategy (e.g., sequence of events, cause-effect, compare-contrast) and building on ideas to create a focused, organized, and coherent piece of writing;
    3. revise drafts to ensure precise word choice and vivid images; consistent point of view; use of simple, compound, and complex sentences; internal and external coherence; and the use of effective transitions after rethinking how well questions of purpose, audience, and genre have been addressed;
    4. edit drafts for grammar, mechanics, and spelling; and
    5. revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences

18. Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to write a persuasive essay to the appropriate audience that:
    1. establishes a clear thesis or position;
    2. considers and responds to the views of others and anticipates and answers reader concerns and counter-arguments; and
    3. includes evidence that is logically organized to support the author's viewpoint and that differentiates between fact and opinion.

7.7 The student will write in a variety of forms to include narrative, expository, persuasive, and reflective with an emphasis on expository and persuasive writing.

a.  Engage in writing as a recursive process.

b.  Choose intended audience and purpose.

c.  Use a variety of prewriting strategies to generate and organize ideas.

d.  Organize writing structure to fit form or topic.

e.  Establish a central idea incorporating evidence, while maintaining an organized structure and a formal style.

f.  Compose a thesis statement for persuasive writing that includes a position.     

g.  Clearly state a position and organize reasons and evidence, using credible sources.

h.  Distinguish between fact and opinion to support a position.    

i.  Write multiparagraph compositions with elaboration and unity.

j.  Use transition words and phrases within and between paragraphs.

k.  Develop and modify the central idea, tone, and voice to fit the audience and purpose.

l.  Expand and embed ideas by using modifiers, standard coordination, and subordination in complete sentences.

m.  Use clauses and phrases for sentence variety.

n.  Revise writing for clarity of content including specific vocabulary and information.

7.8 The student will self- and peer-edit writing for capitalization, punctuation, spelling, sentence structure, paragraphing, and Standard English.

a.  Choose appropriate adjectives and adverbs to enhance writing.

b.  Use pronoun-antecedent agreement to include indefinite pronouns.    

c.  Use subject-verb agreement with intervening phrases and clauses.

d.  Edit for verb tense consistency and point of view.

e.  Use quotation marks with dialogue and direct quotations.

f. Use correct spelling for commonly used words.