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7th Grade

 

 

Informative

TEXAS ESSENTIAL KNOWLEDGE AND SKILLS (TEKS)

http://tea.texas.gov/curriculum/teks/ (Amended 2010)

 

Grade 7

 

Informative Essays

 

(14)  Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to:

(A)  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;

(B)  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;

(C)  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;

(D)  edit drafts for grammar, mechanics, and spelling; and

(E)  revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences.

 

(17)  Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to:

(A)  write a multi-paragraph essay to convey information about a topic that:

(i)  presents effective introductions and concluding paragraphs;

(ii)  contains a clearly stated purpose or controlling idea;

(iii)  is logically organized with appropriate facts and details and includes no extraneous information or inconsistencies;

(iv)  accurately synthesizes ideas from several sources; and

(v)  uses a variety of sentence structures, rhetorical devices, and transitions to link paragraphs;

(B)  write a letter that reflects an opinion, registers a complaint, or requests information in a business or friendly context;

(C)  write responses to literary or expository texts that demonstrate the writing skills for multi-paragraph essays and provide sustained evidence from the text using quotations when appropriate

 

Narrative

TEXAS ESSENTIAL KNOWLEDGE AND SKILLS (TEKS)

http://tea.texas.gov/curriculum/teks/ (Amended 2010)

 

Grade 7

 

Narrative Essays

 

(14)  Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to:

(A)  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;

(B)  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;

(C)  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;

(D)  edit drafts for grammar, mechanics, and spelling; and

(E)  revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences.

(15)  Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are expected to:

(A)  write an imaginative story that:

(i)  sustains reader interest;

(ii)  includes well-paced action and an engaging story line;

(iii)  creates a specific, believable setting through the use of sensory details;

(iv)  develops interesting characters; and

(v)  uses a range of literary strategies and devices to enhance the style and tone; and

(16)  Writing. Students write about their own experiences. Students are expected to write a personal narrative that has a clearly defined focus and communicates the importance of or reasons for actions and/or consequences

 

Persuasive

TEXAS ESSENTIAL KNOWLEDGE AND SKILLS (TEKS)

http://tea.texas.gov/curriculum/teks/ (Amended 2010)

 

Grade 7


 

Persuasive Essays

 

(14)  Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to:

(A)  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;

(B)  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;

(C)  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;

(D)  edit drafts for grammar, mechanics, and spelling; and

(E)  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:

(A)  establishes a clear thesis or position;

(B)  considers and responds to the views of others and anticipates and answers reader concerns and counter-arguments; and

(C)  includes evidence that is logically organized to support the author's viewpoint and that differentiates between fact and opinion.

 

 




 


 

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Last modified
20:53, 28 Dec 2015

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