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Grade Level Writing Expectations - Seventh Grade

Writes Clearly and Effectively

Ideas/Development

  • Presents a central idea or thesis persuasively with coherent, concise, and relevant supporting data
  • Writes extended texts, especially on topics of special interest
  • Reflects understanding of cultures accurately in narrative writing, responses to literature, and speeches Organization
  • Organizes writing in a variety of ways
  • Organizes ideas into appropriate sequence using effective transitions between paragraphs

Organization

  • Organizes writing in a variety of ways
  • Organizes ideas into appropriate sequence using effective transitions between paragraphs

Voice

  • Maintains appropriate and consistent voice in historical, realistic, imaginative, and humorous fiction
  • Displays interest in content, using language and voice to convey humor or tension
  • Sentence Fluency
  • Uses a rhythmic pattern in poetry
  • Uses a wide range of sentence structures, maintaining correct conventions

Sentence Fluency

  • Uses a rhythmic pattern in poetry
  • Uses a wide range of sentence structures, maintaining correct conventions

Word Choice

  • Includes rhetorical questions for greater impact, especially in introductions or conclusions
  • Uses technical or specialized terms for a range of subjects in a variety of contexts
  • Uses precise, appropriate, striking words and phrases to create a picture in the reader's mind
Conventions
Spelling Capitalization Punctuation Grammar & Usage Sentences / Paragraphs
  • Correct spelling of grade-level words
  • Spells almost all words accurately at final draft stage
  • Self-corrected spelling errors
  • Correct spelling in final draft
  • Resources to find correct spelling for words identified as misspelled
  • Capitals in an outline or list
  • Consistent capitalization when formatting technical documents
  • Resources to check capitalization
  • Commas to separate an interrupter (e.g., The teacher, however, was not impressed.)
  • Correct use of semicolons to separate groups that contain commas (e.g., The Seahawks traveled to Washington, D.C.; New York, NY; and Oakland, CA.)
  • Correct use of bullets in technical writing
  • Correct uses of the dash
    (-):
    • to indicate emphasis or a sudden break
    • to set off an introductory series
    • to show interrupted speech
  • Hyphen to prevent confusion (e.g., re-elect)
  • Resources to check punctuation
  • Correct use of adverbs vs. adjectives (e.g., Correct usage:
    • He ran well in the race.
  • Incorrect usage:
    • He ran good in the race.)
  • Correct use of comparative and superlative adjectives (e.g. better, best)
  • Resources to check usage
  • Fragments used for effect or in dialog

Understands and Uses the Writing Process

Prewriting

  • Compares purposes and attributes of text forms at prewriting stage

Drafting

  • Composes, revises, and edits speedily when necessary
  • Manages several pieces of work at any one time and follows each through to completion
  • Takes stylistic risks

Sharing/Responding

  • Collaborates with peers at revision and editing stages for criticism and advice
  • Critiques and discusses style and content of own writing and that of others
  • Discusses how and why decisions about content, organization, audience, purpose, form, and style were made at each stage of the writing process

Revising

  • Composes, revises, and edits speedily when necessary
  • Accepts feedback and uses when appropriate

Editing

  • Composes, revises, and edits speedily when necessary
  • Edits to meet 7th grade standards of conventions
  • Understands and uses standard proofreading marks

Publishing

  • Uses technology for all stages of the writing process when appropriate
  • Selects from a variety of publishing options
  • Publishes work independently

Reflecting

  • Develops scoring guide for purpose, form, content, organization, style, and conventions
  • Uses appropriate terminology to describe and justify language and techniques used
  • Self reflects on pieces selected for the portfolio

Addresses Audience, Purpose, and Form

  • Uses writing as a tool for exploring and sharing thoughts
  • Presents reasoned cases supporting and/or refuting points of view on current personal, local, national, and international issues
  • Writes material appropriate in form and content for visual and dramatic presentations
  • Shows increased understanding of the function and nature of more formal or job-specific forms of writing

Suggested Text Forms

  Literature or Literary Forms Informational, Task-oriented, and/or Technical Writing
New to
Grade Level
  • Ballad
  • Literary analyses (explain about point of view)
  • Research papers
  • Documentaries
Previously
Introduced
  • Narrative: experiential stories
  • Narrative: fictional stories (e.g., picture books, fantasy)
  • Personal letters, cards, and notes
  • Diaries/journals
  • Recounts
  • Rhymes
  • Retellings
  • Poems: patterned poetry, couplet, free verse, quatrain, haiku
  • Plays
  • Biographies and autobiographies
  • Tall tales
  • Comics
  • Narrative essays
  • Personal essays
  • Labels
  • Captions
  • Recounts
  • Answers to questions
  • Questions and answers
  • Instructions (explain how to)
  • Learning logs
  • Reports
  • Book reviews and reports
  • Posters and brochures
  • Directions/procedures (to a location, to a game, to make something)
  • Paraphrase
  • Expository essays (explain about, explain why, compare/contrast)
  • Expository speeches (explain about, explain why)
  • Newspaper and magazine articles
  • Summaries
  • Business letters (to thank, request, complain, explain, persuade)
  • Letters to the editor
  • Memos
  • Literary analyses (explain about character, plot, setting, main idea)
  • Editorials
  • Interviews
  • Minutes
  • Persuasive essays/speeches
  • Film and drama reviews