English Language Arts and Reading.7.10.D.i

The student is expected to

edit drafts using standard English conventions, including:

 

complete complex sentences with subject-verb agreement and avoidance of splices, run-ons, and fragments;

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.

Provide students with a teacher-created text that includes splices, run-ons, and fragments. Task students with identifying the type of sentence errors found in each sentence and rewriting the sentences correctly.
 

Further Explanation

In this assessment, students are expected to demonstrate their ability to identify and correct sentence errors. Ample opportunities should be provided for students to review drafts including their own, evaluate complex sentences for correctness, and make necessary changes to improve the quality of their writing.

Students should be able to recognize that if they have included a comma splice in their writing (e.g., “The team worked hard in practice, they won the tournament”), they can often correct the sentence by adding a subordinating conjunction to the beginning of the sentence: “Because the team worked hard, they won the tournament.” This avoids the comma splice and reinforces the relationship between the ideas. Students should also recognize that run-on sentences (e.g., I need new jeans my brother needs a new backpack”) can be corrected by adding a period between the two clauses, combining the sentences with a comma and conjunction, or adding a semicolon between the clauses. Students should also be mindful that a subordinate clause cannot stand on its own. “Because the team worked hard in practice” is not a complete thought.
Writing complex sentences requires students to take two complete ideas and subordinate one to the other based on their logical relationship. Students need to be able to write sentences that have two ideas (clauses) joined by a subordinating conjunction, making one idea dependent on the other because it can no longer stand on its own. Students should understand that in complex sentences, the dependent clause (the idea that contains the subordinating conjunction) can come before or after the independent clause. For example, “Because the forecast called for rain, I packed an umbrella,” and “I packed an umbrella because the forecast called for rain” are both acceptable ways to write this complex sentence.
a sentence with an independent clause and at least one dependent clause (e.g., “I cleaned the room when the guests left.”)
During the editing stage of the writing process, students further improve their drafts and often prepare them for publication by correcting conventions errors. Applying the standard rules of the English language correctly helps the audience understand the information more easily by not having to interrupt their thinking to decide what the writer intended to say.
an incorrect sentence structure that occurs when a sentence is incomplete because it is missing a subject or predicate (e.g., Some dogs in my house)
a grammatically incorrect sentence structure that occurs when two or more independent clauses are joined without any punctuation (e.g., “They went to the store we needed milk.”)
a grammatically incorrect sentence structure that occurs when a comma alone and without a conjunction is used to join two independent clauses (e.g., “The class is going to the museum, I plan to join them.”); commonly referred to as a comma splice
standard rules of the English language, including written mechanics such as punctuation, capitalization, spelling, paragraphing, etc. and written/oral grammar such as parts of speech, word order, subject-verb agreement, and sentence structure
the grammatical state of a sentence when the subject and verb match in number (singular or plural) and/or person (first person, second person, or third person)

Research

Voyager Sopris Learning. (2008). The writing process for step up to writing. Step Up For Writing Series, Expository Paragraphs.  Retrieved from www.voyagersopris.com

Summary: This one-page resource outlines eight steps in the writing process. The stages include prewriting, planning, drafting, revising, editing, writing a final copy, proofreading, and submitting the final copy.