English Language Arts and Reading.7.10.A

The student is expected to

plan a first draft by selecting a genre appropriate for a particular topic, purpose, and audience using a range of strategies such as discussion, background reading, and personal interests;

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.

Task students with planning a first draft for writing. Collect student plans through formal means or through conference before students start to draft their writing. Their plans should reflect strategies to ensure they have thought and planned for the writing beforehand. Students’ plans should include the following:

  • The topic
  • The purpose
  • The genre selected with an explanation of how it suits topic and purpose
  • An indication of the intended audience
     

Further Explanation

Students are expected to plan the rough draft of a piece of writing as the first step in the writing process. Often referred to as prewriting, students choose the topic, identify the audience and intended purpose, and begin to organize their thoughts using strategies such as brainstorming.

the product a writer creates in the initial stages of the writing process when the writer organizes thoughts and attempts to create a cohesive text that supports his/her purpose and message
the type or class of a work, usually categorized by form, technique, or content; literary genres include epics, tragedies, comedies, poems, novels, short stories, creative/literary nonfiction, etc. and the sub genres of fantasy, science fiction, mystery, horror, satire, etc.; nonfiction genres include biographies, essays, journalism, memoir, historical texts, scientific texts, academic reports, etc.
Designing the rough draft of a piece of writing, often referred to as prewriting, is the first step in the writing process. Students should choose their subjects (topics), identify the target audience and intended purpose, and begin to organize their thoughts using a variety of strategies, such as choosing a graphic organizer appropriate to the task and purpose.

Research

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.