English Language Arts and Reading.7.10.B.ii

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The student is expected to

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

 

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

writing process TEKS talk image

Knowledge and Skills Statement

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 tight relationship between all the parts in an effective speech or piece of writing achieved by ordering ideas, sentences, and paragraphs logically
Student writing should go beyond simple or surface-level ideas. A thoughtful approach or analysis and careful consideration should be expressed in the writing and improve with multiple drafts.
Once students have planned their rough drafts, the next step in the writing process is to start organizing thoughts into sentences and paragraphs. This initial draft often includes frequent errors. Students should not focus on writing in a polished manner during this stage.
Students are expected to support and elaborate on their ideas using specific points and examples. Careful selection of compelling points or particularly illustrative details reflect a student’s depth of thought on the topic. Students should select specific facts, details, and anecdotes that help a reader better understand the ideas the students are trying to convey. When students do not provide specific examples or points to support and elaborate on ideas, the development of the composition remains superficial and unengaging.
As students produce rough drafts, they bring focus by narrowing the topic and refining the writing. Students write their topic sentences, add relevant details, and determine the most effective way to organize and present ideas in a manner that best reflects the intended purpose. The order and logic of the writing should make it easy for the reader to follow.

Research

1. Readwritethink. (2019). Strategy guide: Implementing the writing process. International Literacy Association. Retrieved from http://www.readwritethink.org/professional-development/strategy-guides/implementing-writing-process-30386.html

Summary: This is a digital resources sponsored by the National Council of Teachers of English. Although this strategy guide suggests grades K–5, the concepts are applicable for middle grades. The strategy guide addresses prewriting, drafting, revising and editing, rewriting, and publishing (completing the writing). Print resources are more appropriate for younger grades. 

2. Lucidchart. (2017, December 12). 4 steps to wrangling the writing process. [Web log post]. Retrieved from: www.lucidchart.com/blog/4-steps-to-wrangling-the-writing-process  

Summary: This blog includes four steps in the writing process—prewriting, writing, revising, and editing. Additional resources are embedded hyperlinks. Graphic examples and templates are also included. Complete access will require setting up a free account. 

3. Mason, L. H., Kubina, R. J., & Taft, R. J. (2011). Developing quick writing skills of middle school students with disabilities. Journal of Special Education, 44(4), 205–220. doi: 10.1177/0022466909350780

Summary: Two studies were designed to examine the use of persuasive quick write responses with seventh-grade students with disabilities  In both studies, the written responses of the students were evaluated before, during, and after students developed their personal strategy to address the quick response. Two strategies were used by the students: POW—pick my idea, organize my notes, write and say more; and TREE—topic sentence, reasons (three or more), explain, and ending. All students improved in their ability to create a strong persuasive response after a few weeks of instruction and practice.