7th Grade 2019-2020 Writing TEKS

7.2 Vocabulary: The student uses newly acquired vocabulary expressively. The student is expected to:

             (A)  use print or digital resources to determine the meaning, syllabication, pronunciation, word origin, and part of speech;

            (B)  use context such as contrast or cause and effect to clarify the meaning of words; and 

            (C)  determine the meaning and usage of grade-level academic English words derived from Greek and Latin roots such as omni, log/logue, gen, vid/vis, phil, luc, and sens/sent.

————————————————————————————————————————-

7.6 Response skills: The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to:

            (A)  describe personal connections to a variety of sources, including self-selected texts;

            (B)  write responses that demonstrate understanding of texts, including comparing sources within and across genres;

            (C)  use text evidence to support an appropriate response;

            (D)  paraphrase and summarize texts in ways that maintain meaning and logical order;

            (E)  interact with sources in meaningful ways such as notetaking, freewriting, or illustrating;

            (F)  respond using newly acquired vocabulary as appropriate;

            (G)  discuss and write about the explicit or implicit meanings of text;

            (H)  respond orally or in writing with appropriate register, vocabulary, tone, and voice; and

            (I)  reflect on and adjust responses as new evidence is presented.

————————————————————————————————————————-

7.8  Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts–genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to:

            (B)  analyze the effect of rhyme scheme, meter, and graphical elements such as punctuation and capitalization in poems across a variety of poetic forms;

            (D)  analyze characteristics and structural elements of informational text, including:

                          (i)  the controlling idea or thesis with supporting evidence;

                         (ii)  features such as references or acknowledgements; and

                        (iii)  organizational patterns that support multiple topics, categories, and subcategories;

            (E)  analyze characteristics and structures of argumentative text by:

                         (i)  identifying the claim;

                        (ii)  explaining how the author uses various types of evidence and consideration of alternatives to support the argument; and

                        (iii)  identifying the intended audience or reader; and

            (F)  analyze characteristics of multimodal and digital texts.

—————————————————————————————————————-

7.10 Composition: listening, speaking, reading, writing, and thinking using multiple texts–writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions. The student is expected to:

            (A)  plan a first draft by selecting a genre appropriate for a particular topic, purpose, and audience using a range of strategies such as discussion, background reading, and personal interests;

            (B)  develop drafts into a focused, structured, and coherent piece of writing by:

                             (i)  organizing with purposeful structure, including an introduction, transitions, coherence within and across paragraphs, and a conclusion; and

                            (ii)  developing an engaging idea reflecting depth of thought with specific facts, details, and examples;

            (C)  revise drafts for clarity, development, organization, style, word choice, and sentence variety;

            (D)  edit drafts using standard English conventions, including:

                             (i)  complete complex sentences with subject-verb agreement and avoidance of splices, run-ons, and fragments;

                            (ii)  consistent, appropriate use of verb tenses;

                           (iii)  conjunctive adverbs;

                           (iv)  prepositions and prepositional phrases and their influence on subject-verb agreement;

                           (v)  pronoun-antecedent agreement;

                           (vi)  subordinating conjunctions to form complex sentences and correlative conjunctions such as either/or and neither/nor;

                            (vii)  correct capitalization;

                            (viii)  punctuation, including commas to set off words, phrases, and clauses, and semicolons; and

                             (ix)  correct spelling, including commonly confused terms such as its/it’s, affect/effect, there/their/they’re, and to/two/too; and

            (E)  publish written work for appropriate audiences

————————————————————————————————————————

7.11 Composition: listening, speaking, reading, writing, and thinking using multiple texts–genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful. The student is expected to:

            (A)  compose literary texts such as personal narratives, fiction, and poetry using genre characteristics and craft;

            (B)  compose informational texts, including multi-paragraph essays that convey information about a topic, using a clear controlling idea or thesis statement and genre characteristics and craft;

           (C)  compose multi-paragraph argumentative texts using genre characteristics and craft; and

           (D)  compose correspondence that reflects an opinion, registers a complaint, or requests information in a business or friendly structure.

————————————————————————————————————————

7.12 Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes. The student is expected to:

           (A)  generate student-selected and teacher-guided questions for formal and informal inquiry;

            (B)  develop and revise a plan;

            (C)  refine the major research question, if necessary, guided by the answers to a secondary set of questions;

            (D)  identify and gather relevant information from a variety of sources;

           (E)  differentiate between primary and secondary sources;

           (F)  synthesize information from a variety of sources;

           (G)  differentiate between paraphrasing and plagiarism when using source materials;

           (H)  examine sources for:

                          (i)  reliability, credibility, and bias; and

                         (ii)  faulty reasoning such as hyperbole, emotional appeals, and stereotype;

            (I)  display academic citations and use source materials ethically; and

            (J)  use an appropriate mode of delivery, whether written, oral, or multimodal, to present results.