English Language Arts and Reading.7.11.A

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The student is expected to

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

composition strand teks talk image

Knowledge and Skills Statement

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.

Have students create a literary text such as a personal narrative, fiction story, or poem. Students’ literary writing can be assessed with a rubric that might include the following elements:

  • Theme development
  • Character development
  • Plot development
  • Setting
  • Figurative language
  • Sound devices
  • Use of language to create mood, voice, and tone
  • Appropriate point of view
     

Further Explanation

This SE requires students to compose literary texts in verse or prose. When writing fiction, students are expected to include elements such as literal and figurative language, point of view, and plot elements to tell a story. The story must be well organized and engaging. When writing poems, students are expected to write lines and choose words based on how they contribute to the rhythm of the poem as well as how they help convey a particular message.

Students will compose a variety of literary texts. When writing fiction, students are expected to include literary elements, such as literal and figurative language, point of view, and plot elements, to tell a story. The story must be well organized and engaging. When writing poems, students are expected to choose words based on how those words contribute to the rhythm of the poem and help convey a particular message.
written works that are generally recognized as having artistic value and have the purpose of entertaining the reader (e.g., prose fiction, drama, poetry, and literary nonfiction)
an expressive literary piece written in first person that centers on a particular event in the author’s life and may contain vivid description as well as personal commentary and observations

Research

1. Hamilton, J. (2018, October 18). Narrative writing: There's more to the story. [Web log post]. Retrieved from www.voyagersopris.com/blog/edview360/2018/10/18/narrative-writing-there-s-more-to-the-story

Summary: This blog post is part two of a three-part series focused on the strategies that improve writing skills. Hamilton briefly discusses text structure, beginning a narrative, ending a narrative, and using language that illustrates characters and draws upon the emotions of the reader. 

2. 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.