Grade 7 – Expository Writing Web viewDay 5-6: Rough draft ... highlight, reread, pose...

Dysart Unified School District

7th GRADE

Interactive Expository WritingLanguage Arts Benchmark 2Social Studies DBQ – Form B

Student Name

School

Date Criteria for final draft must be present to be graded

Teacher NameScore using the holistic rubric ________ (1-6)

1=FFB 2=FFB 3=APP4=Meets 5=Exceeds 6=Exceeds

Grade 7 – Expository Writing

Overview

Time Line:

Day 1: Introduction of prompt and grading procedures/Document analysis/Notes/Trigger questions

Day 2: Research/Share and discuss/Complete research charts

Day 3: Research/Share and discuss/Complete research charts

Day 4: Thesis formation/Graphic organizer

Day 5-6: Rough draft including all citations/Peer review

Day 6-7: Write final draft

LA Benchmark/DBQ Essay Prerequisite Grade Checklist:

Task PointsAnalyzing DocumentsResearch ChartsPre-WritingRough DraftBibliographySpeaking and Listening

Strategies for Success: Underline/highlight directional and specific topic words in the prompt. It is important that you

fully understand what it is you are responding to. (Role, Audience, Format, Topic) Each document is important. With every document, realize that you need to analyze and identify

the importance of that document so you can respond appropriately to the prompt. You will use and cite evidence from these documents in your writing.

Use the right column of the document pages to pose questions, take notes, point out ideas, and organize information.

Use summary questions at the bottom to respond to the prompt with the information from the document or the writer’s style. Keep the prompt in mind. What is the important evidence?

When reading documents, use reading strategies to help you understand. These should include: slow down, write notes, highlight, reread, pose questions, visualize, look for patterns, use punctuation to your advantage, summarize.

Before drafting, know all requirements of the written response by reading the rubric. Use blue or black pen to write your final draft.

Dysart Unified School District, September, 2013


Speaking and Listening Rubric – Collaborative Conversations, Grades 6-8

SKILLS6

Exceeds4-5

Meets2-3

Approaches0-1

Falls Far Below

Come to a discussion prepared

● Actively pre-reads materials (marks text) and researches topic

● Understands topic● References applicable

outside sources● Internalizes/readily

recalls information

● Actively pre-reads materials (marks text) and researches topic

● Prepares topic clarification questions before discussion

● Refers to notes during discussion

● Reads materials but is not prepared for discussion

● Prepares limited or incomplete notes

● Skims or fails to read materials completely

● Fails to prepare notes or bring materials

Follow rules for collegial

discussions

● Respectfully listens, interacts and poses questions to all team members

● Helps direct group in reaching a conclusion

● Superior use of time/meets goals

● Respectfully listens to others without talking over anyone

● Seeks others’ opinions

● Stays on task/topic● Effective use of

time/meets goals

● Listens but occasionally speaks out of order

● Strays from task/topic

● Ineffective use of time/does not meet goals

● Listens but avoids speaking

● Speaks but is off topic most of the time

● Disrespectful to others or disruptive

● Ineffective use of time/does not meet goals

Acknowledge new

information expressed by

others

● Expresses own views while acknowledging others’ views

● Respectfully challenges unsubstantiated claims

● Reflects on own views in light of new information

● Willing to change positions with substantial evidence

● Expresses own views and listens to others’ views

● Asks for clarification of others’ views as needed

● Accepts new information based on evidence provided

● Listens to others and sometimes gives input.

● Rarely asks for clarification of others’ views

● Considers changing position, but does not despite evidence

● Disregards or ignores information expressed by others

● Does not develop a position

● Refuses to consider changing position

● Disengages from discussion when new information is presented

Pose questions that connect

ideas

● Questions make connections between credible evidence, others’ views, and personal observations

● Questions suggest connections between credible evidence and personal observations and ideas

● Questions attempt only obvious or limited connections between evidence and personal observations

● Questions connect only to personal observations or are nonexistent

Apply thinking processes

● Analyzes significance or weakness of an argument

● Evaluates soundness of evidence

● Evaluates reasoning and opinions of others

● Draws conclusions beyond the obvious

● Demonstrates superior ability to speak about a topic and makes sound

● Identifies major points of an argument

● Identifies relevance of evidence

● Considers reasoning and opinions of others

● Draws simple or obvious conclusions

● Demonstrates effective ability to speak about a topic and makes general

● Paraphrases others’ discussion of the credibility of an argument or evidence

● Fails to consider reasoning or opinions of others

● Draws basic conclusions

● Demonstrates some ability to speak about a topic and

● Unable/unwilling to follow an argument or evidence

● Unable/unwilling to consider reasoning or opinions of others

● Unable/unwilling to draw conclusions

● Unable/unwilling to speak about a topic or to make any connections



connections connections makes limited connections

Background Information

When eleven states seceded from the Union, our nation became divided between what would be known as the Union (the North) and the Confederacy (the South). This would lead to the American Civil War lasting more than four years and resulting in the deaths of 600,000 Americans. The economical distinctions, population, and leadership would influence the outcome of the war.

PROMPTBased on the documents provided, explain what factors caused the outcome of the American Civil War.

Think about: Whose militia was better prepared for the war? How the North and South economies affected their readiness to participate in the war

effectively? Why both sides were convinced they were going to win. How their motivation played a part in their war efforts.

Document A -1-3: Comparing Available Resources

Document A-1:http://wps.ablongman.com/wps/media/objects/124/127330/images/NASH10421501.gif

Citation: ("Instructor Resources|Images from the Textbook")Work Cited:“Instructor Resources|Images from the Textbook. ” long_nash_apbrief_4|Instructor Resources|Images from the Textbook. n.p., n.d. Web. 17 September 2013.

Notes


http://wps.ablongman.com/wps/media/objects/124/127330/images/NASH10421501.gif


Document A-2: http://delong.typepad.com/american_economic_history/2008/09/

Citation: ("Z **Archived from Fall 2008** American Economic History")

Work Cited:

“Z **Archived from Fall 2008** American Economic History. ” Z **Archived from Fall 2008** American Economic History: September 2008. n.p., n.d. Web. 17 September 2013.

Document A-3Citation: (Graph: “Civil War Troops and War Deaths”)

Work Cited:Long, E.B. and Barbara Long. The Civil War Day by Day: An Almanac, 1861-1865. Garden

City, NY. Doubleday. 1971. Print.

Notes


http://delong.typepad.com/american_economic_history/2008/09/


Respond and discuss:1. After analyzing the charts in Document A, list all the resources the North had that

outnumbered the South. List all the resources for the South when they outnumbered the North.

Most Northern Resources Most Southern Resources

2. After analyzing the map in Document A-2, who has all the railroads? Why would an army benefit from an extensive railroad system? Why would an economy benefit from an extensive railroad system?

3. After looking at the number of deaths in the Civil War, which side had more casualties? Is this answer surprising after discovering who had the most resources? What does this say about the strengths of the North and the South?

Notes



4. How will you use this document to answer your essay?

Document B: Southern Cause

“THE SOUTHERN MOTHER'S CHARGE”AnonymousThe Southern Mother's charge to her Son on his departure to Virginia to defend his country's rights and honor.

You go, my son, to the battle-fieldTo repel the invading foe;'Mid its fiercest conflicts never yieldTill death shall lay you low.

Our God, who smiles upon the Right,And frowns upon the Wrong,Will nerve you for our holy fight,And make your courage strong.

Our cause is just. For it we prayAt morning, noon and night;Upon our banners we inscribeGod, Liberty and Right.

I love you as my life,My dear beloved son;Your country calls--go forth and fightTill Freedom's cause is won.

It may be that you fall in death,Contending for your home,

Notes



Yet your aged mother will not beForsaken, though alone.

A thousand generous hearts there areThroughout this sunny land,Whose ample fortunes will be spentWith an unsparing hand.

Now go, my son; a mother's prayersWill ever follow thee;And in the thickest of the fightStrike home for liberty.

On every hill, in every glen,We'll fight till we are free--We'll fight till every limpid brookRuns crimson to the sea.

No truce we know, till every foeShall leave our hallowed sod,And we regain that Heaven born boon--"Freedom to worship God."

"The Little Drummer Boy." The Little Drummer Boy. N.p., n.d. Web. 12 June 2012. <http://www.civilwarpoetry.org/confederate/homefront/mother_charge.html>.

Citation: ("The Little Drummer Boy")

Work Cited:“The Little Drummer Boy.” The Little Drummer Boy. n.p., n.d. Web. 17 September 2013.

Respond and discuss:

1. After reading the poem, describe the voice (or perspective) of the poem? Why would the voice (or perspective) be appropriate for this content?

Notes



2. What does this poem say about the motivation of southern soldiers? Why would they fight? List your evidence.

3. Thinking about the voice (or perspective) of the poem and the southern motivation to fight, what advantages might the South have over the North? Would a northern poem have similar voice or message?

4. How might you use this document for your essay?

Notes



Document C -1-2: Northern Strategies

Document C-1: The Anaconda Plan:

http://www2.vcdh.virginia.edu/civilwar/index.php?section=Exhibits&page=War50_60

Click below to view video:http://archives.nbclearn.com/portal/site/k-12/browse?cuecard=595

Citation: (“The Anaconda Plan”)

Work Cited"The Anaconda Plan." NBC News. NBCUniversal Media. 12 Jan. 2007. NBC Learn. Web.

17 Sep. 2013.

Document C- 2: Sherman’s March to the Sea:

Click below to view Video:http://arc hives.nbcl earn.com/p ortal/site /k-12/brow se?cuecard =732

Citation: ("Who Was General Sherman?")

Work Cited:"Who Was General Sherman?" NBC News. NBCUniversal Media. 12 Jan. 2007. NBC

Notes


http://archives.nbclearn.com/p%E2%80%8Bortal/site%E2%80%8B/k-12/brow%E2%80%8Bse?cuecard%E2%80%8B=732

http://archives.nbclearn.com/portal/site/k-12/browse?cuecard=595

http://www2.vcdh.virginia.edu/civilwar/index.php?section=Exhibits&page=War50_60


Learn. Web. 17 Sep. 2013.

http://www.ducksters.com/history/shermans_march_to_the_sea.php


1. Based on the” Anaconda Plan” video, what was the purpose of the Anaconda Plan?

2. What was the plan that many Northerners thought would be more effective than the plan that Scott had produced?

Notes


http://www.ducksters.com/history/shermans_march_to_the_sea.php


3. How did the tactics of the American Civil War differ from previous wars?

4. How will you use the information from the videos to prove your thesis in your essay?

Document D: Confederate Generals

"Robert E. Lee was the South's greatest general during the Civil War. He graduated from West Point Military Academy and became a colonel in the army before the Civil War began. He was from Virginia and decided to fight on the side of the Confederates even though President Lincoln asked him to be commander of the entire Union Army. General Lee wanted to fight for the South and remain loyal to his home state."

Citation: (Wayne).

Work Cited:Wayne. “Leaders of the Civil War. ” Leaders of the Civil War. n.p., n.d. Web. 17

September 2013.

Notes



“Stonewall Jackson’s Way”

by John Williamson Palmer(1825-1906)

Come, stack arms, men. Pile on the rails, Stir up the campfire bright;No matter if the canteen fails, We'll make a roaring night.Here Shenandoah brawls along, There burly Blue Ridge echoes strongTo swell the brigade's rousing song Of "Stonewall Jackson's way."

We see him now--the old slouched hat Cocked o'er his eye askew--The shrewd, dry smile--the speech so pat-- So calm, so blunt, so true.The "Blue-Light Elder" knows 'em well-- Says he, "That's Banks; he's fond of shell--Lord save his soul! We'll give him"...well, That's "Stonewall Jackson's way."

Silence! ground arms! kneel all! caps off! Old Blue Light's going to pray;Strangle the fool that dares to scoff; Attention; it's his way!Appealing from his native sod, In forma pauperis to God--"Lay bare thine arm; stretch forth thy rod;Amen." That's "Stonewall's way."

He's in the saddle now! Fall in! Steady, the whole brigade!Hill's at the ford, cut off! He'll win His way out, ball and blade.What matter if our shoes are worn? What matter if our feet are torn?"Quick step--we're with him ere the dawn!" That's "Stonewall Jackson's way."

The sun's bright glances rout the mists Of morning, and, by George!There's Longstreet struggling in the lists, Hemmed in an ugly gorge--Pope and his Yankees whipped before-- "Bayonet and grape!" hear Stonewall roar,

Notes


http://www.civilwarpoetry.org/confederate/officers/jackson/wayexp.html


"Charge, Stuart! Pay off Ashby's score In Stonewall Jackson's way."

Ah, maiden! wait and watch and yearn For news of Stonewall's band!Ah, widow! read with eyes that burn That ring upon thy hand!Ah, wife! sew on, pray on, hope on, Thy life shall not be all forlorn--The foe had better ne'er been born, That gets in Stonewall's way.

Citation: ("Stonewall Jackson's Way")

Work Cited:“Stonewall Jackson's Way. ” Stonewall Jackson's Way. n.p., n.d. Web. 17 September

2013.


1. After reading the passage about Robert E. Lee, describe him. Why would both the North and South want Robert E. Lee on their side? What does that say about his military career?

2. After reading the poem, describe the voice of the poem. What do southern soldiers think of Stonewall Jackson? How do you think southern soldiers thought of their generals as a whole?

Notes



3. Northern generals were as well known or celebrated as their southern counterparts. How would this affect the moral of soldiers and determination despite the odds? How would it affect the outcome of battles and, therefore, wars?

4. How might you use this document in your essay?

Student Generated Research

PROMPTBased on the documents provided, explain what factors caused the outcome of the American Civil War.

Think about: Whose militia was better prepared for the war? How the North and South economies affected their readiness to participate in the war

effectively? Why both sides were convinced they were going to win. How their motivation played a part in their war efforts.

Conduct research on this prompt using credible and authentic sources from the internet or another location. Things to consider:

Use both primary and secondary sources



Keep searches precise and to the point Use sources that answers the prompt Identify bias in sources Use credible and authentic sources Create complete citations for your Work Cited page

Student Generated Research Launch Page:

http://www.history.com/topics/american-civil-war http://www.civilwarhome.com/csa.htm http://www.ushistory.org/us/33b.asp http://www.nps.gov/resources/story.htm?id=251 http://archives.nbclearn.com/portal/site/k-12/browse?cuecard=4

Research Template Research /General topic

i.e., Civil Rights, Justice System,

Rights of the Accused

Site found or bibliographic info

i.e., URL, author, title of book and date of publication, …

How did you use this site?

Resource gave no new information that I could use.

As a guide for former research.

As a direct source of information

1.

2.

3.

4.

5.

6.


http://archives.nbclearn.com/portal/site/k-12/browse?cuecard=4

http://www.nps.gov/resources/story.htm?id=251

http://www.ushistory.org/us/33b.asp

http://www.civilwarhome.com/csa.htm

http://www.history.com/topics/american-civil-war


Major Resources Used Resource used

Include the URL from above

Information Gained: Show the quote, facts, ideas, or paraphrase that you will you in your response

Content Vocabulary



IMPORTANT: List vocabulary words that you will use to answer the prompt. Look back at the documents to trigger your thoughts. These are words that you will potentially use in your essay. These can be terms inferred during your reading, discussion and research process.

Planning Your Writing – Choose either graphic organizer A or B to plan and organize your essay. Be sure to include citations (Document A) here so you don’t forget them!

Graphic Organizer A

INTRODUCTION – Paragraph #11. Attention Getter:

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2. Bridge/Background information:

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3. Thesis Statement (Should correlate with each topic sentence):

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BODY:1ST BODY PARAGRAPH

1. Topic Sentence (Should correlate with the thesis statement): _________________________________________________________________________________________________________________

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2. Main Point (Opinion or inference about topic sentence): _________________________________________________________________________________________________________________

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3. Evidence (Facts, quotes, paraphrases, or summaries from sources): _________________________________________________________________________________________________________________

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4. Explanation/Elaboration (Explain how the above evidence supports your main point): _________________________________________________________________________________________________________________

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5. Conclusion/ Transition Sentence (Wrap up the topic and hint at the next topic): _________________________________________________________________________________________________________________

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2ND BODY PARAGRAPH


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5. Conclusion/ Transition Sentence (Wrap up the topic and hint at the next topic): _________________________________________________________________________________________________________________

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3RD BODY PARAGRAPH


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5. Conclusion/ Transition Sentence (Wrap up the topic and lead into the conclusion): _________________________________________________________________________________________________________________

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CONCLUSION – Paragraph #5 (The final paragraph, which is at least two-three sentences, may restate the thesis statement in NEW WORDS, summarize the major points in the essay, predict an outcome related to the thesis, make an emotional appeal or a combination of these. The conclusion may also refer back to the opening anecdote, present a final quote that leaves the reader ultimately satisfied or use any device an introduction might use.)

1. Restate the Thesis Statement and Main Points: _________________________________________________________________________________________________________________

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2. Leave the reader with a final thought: _________________________________________________________________________________________________________________



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Graphic Organizer B


Paragraph #1 – IntroductionAttention Getter:

Bridge/Background:

Thesis Statement (Should correlate with each topic sentence):

Paragraph #2Topic Sentence

Main Point #1 -

Evidence

Elaboration/Explanation


Main Point #1 -

Evidence



Main Point #1 -

Evidence



Rough Draft: Now that you have organized your thoughts and planned your essay, begin your first draft on YOUR OWN paper. DO NOT FORGET YOUR CITATIONS!

Peer Revision

Name of Writer: __________________________________________________

Name of Peer Editor: _____________________________________________

Introduction:Circle the way in which the author attempted to capture the reader’s interest at the beginning of the introduction.

Informational/Explanatory:

Anecdote Unusual fact Startling statement Catchy quote

Other: _________________________________________________



Main Point #1 -

Evidence



Main Point #1 -

Evidence



Main Point #1 -

Evidence


Paragraph #5 – ConclusionRestate the Thesis Statement and main points:

Leave the reader with a final thought:


What is the author’s thesis (the last statement of the introduction that states the prompt)?

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With 5 being the BEST, how well does the introduction capture the reader’s interest? 1 2 3 4 5

What made it strong?

What could make it better?

Body:Color the citations green.

Underline the topic sentence in each body paragraph.

Put a box around the two main points.

Circle transition, linking words, or phrases in brown.

Underline the evidence: facts, definitions, and details from the articles about the topic in purple.

Underline elaboration/explanations in red.

What is the concluding sentence?

Conclusion:How does the author make a lasting impression on the reader?

With 5 being the BEST, how engaging and thoughtful was the conclusion? 1 2 3 4 5

What made it strong?

What could make it better?



Extra comments or suggestions:

Editing:Identifying spelling, punctuation and capitalization errors.

Use a green colored pencil to mark capitalization errors that need to be fixed.

Use a red colored pencil to mark punctuation errors that need to be fixed.

Use a purple colored pencil to circle misspelled words.

Use the Expository Revision Checklist, Editing Checklist, and the Holistic Rubric to improve your writing to the Score Point 5 and 6.

Expository Revision Checklist

Did I… Yes No

-Write a thesis statement?

-Include supporting details?

-Write an interesting beginning?

-Stay on topic?

-Organize my ideas thought the essay?

-Use supporting evidence from the documents?

-Explain what the evidence means to my thesis.

-Write a conclusion restating my thesis statement?

-Include citations from my sources correctly?

Expository Editing Checklist



Did I… Yes No

-Use complete sentences?

-Use a variety of sentence types?

-Use precise vocabulary?

-Use all other grammar, punctuation and capitalization rules to the best of my ability?-Spell check?

Holistic Rubric for Self EvaluationScore Point 6● Exceptional clarity, focus, and

control of the topic.● Rich, relevant, and credible

details.● A strong sequence of events.

● Carefully chosen words and clear sentences/ideas.

● A strong voice from the writer that the reader can sense.

● Strong conventions with very few errors.

Grade: Exceeds

Score Point 5● Clarity, focus, and control of the

topic.● Balanced details.

● A relevant beginning and ending.

● A variety of words and sentences that sound natural.

● A good voice from the writer that the reader can sense.

● Good use of conventions with few errors.

Grade: Exceeds

Score Point 4● Adequate ideas with an order

that might be ordinary.● Mostly relevant details that are

clear.● Sequence of events may become

weak.● Effective word choice that is

common.● A sense of voice is present.

● Good conventions were errors don’t affect the reading of the piece.

Grade: Meets

Score Point 3● Simple ideas but not very

interesting.● Details become a little unclear.

● A weak sequence of events and possible out of order.

● Repetition of words and misused.

● A weak voice and little sense of audience.

● Many errors in conventions affect the reading of the piece.

Grade: Approaches

Score Point 2● Very simple and unclear ideas.

● Details are weak or are missing.

● Missing parts of the sequence of events.

● Repetitive words used and it becomes awkward sounding.

● No voice present and may sound choppy and like rambling.

● Many errors in conventions and it becomes hard to read.

Grade: FFB

Score Point 1● No purpose or clear ideas.

● Very little or no details.

● No clear sequence of events.

● Limited vocabulary used and very basic words.

● No voice present or sense of audience.

● Severe and frequent errors in conventions.

Grade: Falls Far Below



Score: FFB 1-2 APR 3 Meets 4 EX 5-6

Final DraftClearly and legibly write your final draft on the attached final draft paper in pencil or in blue or black ink; check to ensure you have cited the source items.

Criteria for the Final Draft: clear and legible writing cite references – use and cite attached documents to support writing use blue/black ink complete on time

To submit your final draft: 1. Take the cover page off the front of this packet and your final draft from the back of the packet. 2. Staple the cover page to your final draft.3. Turn in the final to your teacher.

Final Draft

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____________________________________________________________________________________________________________________Work Cited/Bibliography

You must use the MLA citation included for all documents provided. Use the following websites to create citations for the sources you have found on your own: http://www.easybib.com/, http://www.citelighter.com/ or http://owl.english.purdue.edu/owl/resource/747/01/

o Work cited pages include only those sources that have been cited.o Bibliography pages include all sources used to gather information – even those that

may not have been cited.

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http://owl.english.purdue.edu/owl/resource/747/01/

http://www.citelighter.com/

http://www.easybib.com/


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Holistic Rubric – Grades 3-12SCORE POINT 6

Response is sophisticated and skillful in written communication, demonstrated by exceptional clarity, focus, and control in

development and organization that often shows insight.

in-depth and/or creative exploration of the topic using rich, relevant, and credible details.

a strong, perhaps creative, beginning, and a satisfying conclusion.

specifically and carefully chosen words that are skillfully crafted into phrases and sentences that enhance meaning.

intentional and committed interaction between the writer and the reader.

effective and/or creative use of a wide range of conventions with few errors.

o insightful with no historical errors.o makes original and specific connections

using resources.o uses background knowledge for all support

content.o thesis is prompt-driven and fits seamlessly

in opening paragraph.o relies on a variety of the documents and

includes outside resources, all of which are cited correctly

SCORE POINT 5

Response is excellent and skillful in written communication, demonstrated by clarity, focus, and control in topic

development and organization a balanced and thorough explanation

of the topic using relevant details. an inviting beginning and a satisfying

sense of closure. a broad range of carefully chosen

words crafted into phrases and varied sentences that sound natural.

awareness of the reader and commitment to the audience and topic.

effective use of a wide range of conventions with few errors.

o accurate, may contain only minor historical errors.

o makes obvious connections using relevant resources.

o uses background knowledge consistently.

o includes clear thesis statement in the opening paragraph.

o appropriately relies on a variety of the documents and may use outside sources, all of which are cited correctly

SCORE POINT 4

Response is appropriate and acceptable in written communication, demonstrated by ideas adequately developed with a

clear and coherent presentation of ideas with order and structure that can be formulaic.

relevant details that are sometimes general or limited; organization that is clear, but sometimes predictable.

a recognizable beginning and ending, although one or both may be somewhat weak.

effective word choice that is functional and, at times, shows interaction between writer and audience.

somewhat varied sentence structure with good control of simple constructions a natural sound.

control of standard conventions although a wide range is not used; errors that do not impede readability.

o accurate, may contain only minor historical errors.

o makes connections using some resources.

o uses background knowledgeo thesis statement is clear.o cites multiple documents correctly

SCORE POINT 3

Response is inadequate in written communication, demonstrated by broad or simplistic ideas that are

understood but often ineffective. attempts at organizing that are

inconsistent or ineffective; beginnings and endings that are underdeveloped; repetitive transitional devices.

developmental details that are uneven, somewhat predictable, or leave

SCORE POINT 2

Response is poor in written communication, demonstrated by overly simplistic and sometimes

unclear ideas that have insufficiently developed details.

sequencing of ideas that is often just a list; missing or ineffective details that require reader and inference to comprehend and follow.

missing beginning and/or ending.

SCORE POINT 1

Response is inferior in written communication, demonstrated by lack of purpose or ideas and

sequencing. organization that obscures the main

point. an attempt that is too short to offer

coherent development of an idea, if it is stated.

extremely limited vocabulary that


Grade 7 – Expository Writinginformation gaps; details not always placed effectively in the writing.

reliance on clichés and overused words that do not connect with the reader; limited audience awareness.

monotonous and sometime misused words; sentences may sound mechanical, although simple constructive are usually correct.

limited control of standard conventions with significant errors.

o Historically accurate but overly generalo loosely makes connections to some

resources.o uses background knowledge/facts with

some connections.o includes a thesis, though it is not very

clear.o cites multiple documents correctly

repetitive, monotonous, and often misused words awkwardly strung into sentences that are difficult to read because they are either choppy or rambling; many sentences that begin with repetitive noun + verb pattern.

lack of audience awareness. little control of basic conventions

resulting in errors impeding readability.

o Contains multiple historical errorso loosely uses background

knowledge/facts with no connections.o includes a general topic statement, but

not a thesiso uses more than one document

correctly but relies on one document OR cites only one document

shows no commitment to communicating a message.

sentences with confusing word order that may not permit oral reading.

severe and frequent errors in conventions.

o has significant historical misinterpretation.

o no apparent thesis or topic statement.

CITATIONS are a pre-requisite for scoring.


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