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Middle School Standards : 7th Grade : Language Arts

These standards are still in draft form. Contact Ken Brock if you have any questions.

STANDARD 7.13:   Writing Modes
Write narrative, expository, and persuasive texts, and use a variety of written forms to express ideas appropriate to audience and purpose across the subject areas.
7.13.1 Narrative Writing
Write personal or fictional narratives or imaginative short stories.

  • Include sensory details and clear language to develop plot and character.
  • Develop a standard plot line, including a beginning, conflict, rising action, climax, and resolution.
  • Exclude extraneous details and inconsistencies.
  • Develop a point of view.
  • Develop complex major and minor characters using characterization techniques.
  • Develop a definite setting.
  • Use a range of appropriate strategies, such as dialogue, suspense, and the naming of specific narrative actions, including movement, gestures, and expressions.
7.13.2 Expository Writing: Explanation or Procedure
Write explanations, procedures or directions.

  • Use personal factual knowledge supported by details in a logical sequence to explain a subject, idea, or procedure.
  • Include relevant information and exclude extraneous information.
7.13.3 Expository Writing: Response to Literary Text
Write responses to literature.
  • Develop interpretations that show careful reading, understanding, and insight.
  • Organize the interpretations around several clear ideas, premises, or images from the literary work.
  • Develop and support the interpretations through use of examples and evidence from the text.
7.13.4 Expository Writing: Multi-media Presentations and Research Report Writing
Write research reports.
  • Pose relevant questions that are focused enough to be thoroughly answered in the report.
  • Use organizational features of printed and electronic text (databases, search engines, websites) to locate information.
  • Draw from both primary sources (interviews, original documents such as diaries and letters) and secondary sources (informational and reference books, encyclopedias, magazines, newspapers, almanacs, brochures, maps, globes, atlases, equipment manuals, Internet sources) to gather information for research topics.
  • Organize research information into logical categories for publication and presentation purposes.
  • Use effective note-taking techniques and tools (note cards, journals) to ensure appropriate documentation of quotes as well as paraphrased material.
  • Convey clear and accurate perspectives of the subject.
  • Identify sources and judge their usefulness or credibility.
  • Document sources using appropriate citation format (Works Cited Entries - MLA).
  • Create documents with appropriate formatting by using word-processing skills and principles of design (margins, tabs, spacing, columns, page orientation).
  • Develop simple databases and spreadsheets to manage information and prepare reports.
  • Check the validity and accuracy of information obtained from research, including differentiating fact from opinion and identifying strong versus weak arguments, recognizing that personal values influence the conclusions an author draws.
7.13.5 Summaries, Career and Community-related Business Letters
Write summaries for a variety of informational text.
  • Include the main ideas and most significant details.
  • Use the student's own words, except for quotations.
  • Reflect underlying meaning, not just the superficial details.

Write documents related to career development and community involvement, including business letters, job applications, resumes, letters to the editor and government officials.
  • Present information succinctly, taking into consideration the needs of the intended audience.
  • Follow the conventional format for the type of document (e.g., letter of inquiry, memorandum, resume).
7.13.6 Persuasive Writing
Write persuasive compositions.

  • State a clear position in support of a proposition or proposal.
  • Support a position with detailed evidence, examples, and clear reasoning.
  • Arrange details, examples, and reasons effectively to address anticipated reader concerns and counter-arguments.
Bold text indicates content that may appear on the Oregon Statewide Assessment.
Italicized text indicates features distinguished from previous grade.
Student accountability for ODE begins 2005-2006.

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