FaR - WRITING GUIDELINES
Narrative / Personal / Creative Writing
You will need to show evidence of writing skills such as...
FOCUS - Almost all sentences refer to one moment or are smoothly connected because they all focus on the same underlying idea or emotion. Writing flows. Sentences refer to and build upon one another.
SHOWING - Effective use of strong verbs, sensory details, and unique observations to create a vivid picture in the reader's mind.
LOGICAL STRUCTURE - Events are presented and fully developed using a sequence and/or structure that emphasizes the overall meaning and relationship between ideas. The sequence of events is clear to the reader.There are clear connections and smooth transitions between moments and events.
SHOWING - Effective use of strong verbs, sensory details, and unique observations to create a vivid picture in the reader's mind.
LOGICAL STRUCTURE - Events are presented and fully developed using a sequence and/or structure that emphasizes the overall meaning and relationship between ideas. The sequence of events is clear to the reader.There are clear connections and smooth transitions between moments and events.
Writing OPTIONS - Feel free to any of these options - multiple times throughout the year - to practice your writing and get even more feedback.
Response to Fiction Writing
You will need to show evidence of writing skills such as...
SETTING & CONTEXT - Writing includes a clear claim or argument about the text. Background information is sufficient enough for a reader who has not read this text. Background information given is relevant to the claim or argument.
DIALOGUE / EVIDENCE - Evidence is relevant, convincing, and framed logically to support ideas. There is sufficient evidence and/or dialogue to convince the reader of your claim or argument.
ANALYSIS OF THE EVIDENCE - You explain the evidence - what you noticed and why. Your reasoning is clear and relates back to your claim or argument.
LOGICAL STRUCTURE - Topics or events are presented and fully developed using a structure and transitions that strengthen the overall impact of the piece.
DIALOGUE / EVIDENCE - Evidence is relevant, convincing, and framed logically to support ideas. There is sufficient evidence and/or dialogue to convince the reader of your claim or argument.
ANALYSIS OF THE EVIDENCE - You explain the evidence - what you noticed and why. Your reasoning is clear and relates back to your claim or argument.
LOGICAL STRUCTURE - Topics or events are presented and fully developed using a structure and transitions that strengthen the overall impact of the piece.
Response to Nonfiction Writing
You will need to show evidence of writing skills such as...
SETTING & CONTEXT - Writing includes a clear claim or argument. Background information is sufficient enough for a reader who has not read this text. Background information given is relevant to the claim or argument.
DIALOGUE / EVIDENCE - Evidence is relevant, convincing, and framed logically to support ideas. There is sufficient evidence and/or dialogue to convince the reader of your claim or argument.
ANALYSIS OF THE EVIDENCE - You explain the evidence - what you noticed and why. Your reasoning is clear and relates back to your claim or argument.
LOGICAL STRUCTURE - Topics or events are presented and fully developed using a structure and transitions that strengthen the overall impact of the piece.
DIALOGUE / EVIDENCE - Evidence is relevant, convincing, and framed logically to support ideas. There is sufficient evidence and/or dialogue to convince the reader of your claim or argument.
ANALYSIS OF THE EVIDENCE - You explain the evidence - what you noticed and why. Your reasoning is clear and relates back to your claim or argument.
LOGICAL STRUCTURE - Topics or events are presented and fully developed using a structure and transitions that strengthen the overall impact of the piece.
Writing About Independent Reading
Since you will be reading so much in and out of class, one way to show you are understanding the material - or at least connecting to it - is to write about it. You may choose to write a review or a response to something you've read. You might choose to vlog about your reading. You might choose to begin a debate online somehow to encourage others to discuss and learn from one another on a certain aspect of the text you've read. The possibilities are endless! Feel free to get creative when you publish your writing or videos, keeping in mind your audience and purpose.
Tips...
Every time you publish something (your writing for class, a book review, a vlog), consider these three things:
Task - What are you creating?
Audience - Who are you creating this for?
Purpose - Why are you creating this?
Rubrics for writing can be found here.
Task - What are you creating?
Audience - Who are you creating this for?
Purpose - Why are you creating this?
Rubrics for writing can be found here.
How can you prove your writing skills?
Each writing assignment in class will have a certain focus. It could be "setting & context," or "analysis of evidence."
You may also do further writing on your own to show evidence of your skills.
Publish your work online, ask for feedback from peers and other readers (including your teachers), and continue to revise until you are satisfied.
You may also do further writing on your own to show evidence of your skills.
Publish your work online, ask for feedback from peers and other readers (including your teachers), and continue to revise until you are satisfied.
Documents That Can Help Show Your Learning
Rubrics for these specific writing skills
Proof of Learning Document - you have your own copy to keep track of all of your skills - located on Google Classroom **NOTE: You should have more writing than what is assigned - reflections and proof of your independent reading is up to YOU to show your learning. Add these reflections and published work to your own "Proof of Learning" spreadsheet. Student-Friendly Writing
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Common Core Writing Standards, Grades 6-8
Text Types and Purposes:
CCSS.ELA-LITERACY.W.7.1
Write arguments to support claims with clear reasons and relevant evidence.
CCSS.ELA-LITERACY.W.7.1.A
Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.
CCSS.ELA-LITERACY.W.7.1.B
Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
CCSS.ELA-LITERACY.W.7.1.C
Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.
CCSS.ELA-LITERACY.W.7.1.D
Establish and maintain a formal style.
CCSS.ELA-LITERACY.W.7.1.E
Provide a concluding statement or section that follows from and supports the argument presented.
CCSS.ELA-LITERACY.W.7.2
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
CCSS.ELA-LITERACY.W.7.2.A
Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
CCSS.ELA-LITERACY.W.7.2.B
Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
CCSS.ELA-LITERACY.W.7.2.C
Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.
CCSS.ELA-LITERACY.W.7.2.D
Use precise language and domain-specific vocabulary to inform about or explain the topic.
CCSS.ELA-LITERACY.W.7.2.E
Establish and maintain a formal style.
CCSS.ELA-LITERACY.W.7.2.F
Provide a concluding statement or section that follows from and supports the information or explanation presented.
CCSS.ELA-LITERACY.W.7.3
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
CCSS.ELA-LITERACY.W.7.3.A
Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
CCSS.ELA-LITERACY.W.7.3.B
Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
CCSS.ELA-LITERACY.W.7.3.C
Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
CCSS.ELA-LITERACY.W.7.3.D
Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
CCSS.ELA-LITERACY.W.7.3.E
Provide a conclusion that follows from and reflects on the narrated experiences or events.
Production and Distribution of Writing:
CCSS.ELA-LITERACY.W.7.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
CCSS.ELA-LITERACY.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. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 7 here.)
CCSS.ELA-LITERACY.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.
Research to Build and Present Knowledge:
CCSS.ELA-LITERACY.W.7.7
Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.
CCSS.ELA-LITERACY.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.
CCSS.ELA-LITERACY.W.7.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
CCSS.ELA-LITERACY.W.7.9.A
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").
CCSS.ELA-LITERACY.W.7.9.B
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").
Range of Writing:
CCSS.ELA-LITERACY.W.7.10
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.
CCSS.ELA-LITERACY.W.7.1
Write arguments to support claims with clear reasons and relevant evidence.
CCSS.ELA-LITERACY.W.7.1.A
Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.
CCSS.ELA-LITERACY.W.7.1.B
Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
CCSS.ELA-LITERACY.W.7.1.C
Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.
CCSS.ELA-LITERACY.W.7.1.D
Establish and maintain a formal style.
CCSS.ELA-LITERACY.W.7.1.E
Provide a concluding statement or section that follows from and supports the argument presented.
CCSS.ELA-LITERACY.W.7.2
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
CCSS.ELA-LITERACY.W.7.2.A
Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
CCSS.ELA-LITERACY.W.7.2.B
Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
CCSS.ELA-LITERACY.W.7.2.C
Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.
CCSS.ELA-LITERACY.W.7.2.D
Use precise language and domain-specific vocabulary to inform about or explain the topic.
CCSS.ELA-LITERACY.W.7.2.E
Establish and maintain a formal style.
CCSS.ELA-LITERACY.W.7.2.F
Provide a concluding statement or section that follows from and supports the information or explanation presented.
CCSS.ELA-LITERACY.W.7.3
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
CCSS.ELA-LITERACY.W.7.3.A
Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
CCSS.ELA-LITERACY.W.7.3.B
Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
CCSS.ELA-LITERACY.W.7.3.C
Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
CCSS.ELA-LITERACY.W.7.3.D
Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
CCSS.ELA-LITERACY.W.7.3.E
Provide a conclusion that follows from and reflects on the narrated experiences or events.
Production and Distribution of Writing:
CCSS.ELA-LITERACY.W.7.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
CCSS.ELA-LITERACY.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. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 7 here.)
CCSS.ELA-LITERACY.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.
Research to Build and Present Knowledge:
CCSS.ELA-LITERACY.W.7.7
Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.
CCSS.ELA-LITERACY.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.
CCSS.ELA-LITERACY.W.7.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
CCSS.ELA-LITERACY.W.7.9.A
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").
CCSS.ELA-LITERACY.W.7.9.B
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").
Range of Writing:
CCSS.ELA-LITERACY.W.7.10
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.
Common Core Writing Standards to be Addressed in Social Studies & Science:
See this web page for more information on the writing that should be addressed in history / social studies and science curriculum. ELA is not meant to be the only place students practice specific types of writing.