Home      Writing Samples      Grade 7
Grade 7 Writing Samples
 
 
 
Grade

7

Overall Level

1

Linguistic Vocabulary: (1)

Uses some utility words (face, hat, guy), descriptive words (happy) and subject-specific words (basktbol [basketball], team, score) related to familiar topics and personal experiences.

Linguistic Grammar: (1)

Uses nouns (team), verbs in present tense (is, are, get, trys [tries], stop) and simple past tense (no evidence), pronouns (He), prepositions (into, to) and articles (the) with usage errors and omissions.

Linguistic Syntax: (1)

Writes simple sentences and compound sentences (The hat team is a score and they are happy.).

Strategic: (1)

Uses spelling that reflects learner’s own pronunciation (On [One], trow [throw], bol [ball]). Uses capitals at the beginning of sentences (The) and periods (.) at the end of sentences.

Socio-Linguistic: (1)

Produces texts using familiar words, phrases and sentence frames (He is not happy.).

Discourse: (-)

Connects ideas in simple sentences using conjunctions (and), time markers (no evidence) and sequence markers (no evidence).

Editing: (1)

Edits for capitalization of names (no evidence) and words at the beginning of sentences (On [One]), periods (.) and regular spelling of familiar words (These, guys, play, two, teams).


Grade
 
7

Overall Level 

2

Linguistic Vocabulary: (2)

Uses more utility words (water bottle, paper, plastic), descriptive words (anywhere, somewhere) and subject-specific words (recycling, oil, gas, coal) related to familiar objects, actions and topics.

Linguistic Grammar: (1)

Level 1: Writes nouns (things), verbs in present tense (throw, make, burn, buy), simple past tense (no evidence), pronouns (they), prepositions (to, of) and articles (the).
Level 2: Writes nouns, verbs in present, past and continuous tenses, object pronouns, adjectives, adverbs and prepositions with agreement errors.

Linguistic Syntax: (1)

Level 1: Writes simple and compound sentences (Recycle the garbage and make use of again and again.).
Approaching Level 2: Writes detailed simple sentences. However, there is no evidence of sentences with clauses.

Strategic: (3)

Level 2: Uses copying and sentence frames to write ideas.
Level 3: Uses familiar vocabulary, known phrases (Don’t throw …), common expressions and word lists. Uses vocabulary from the prompt (consumerism, global, fossil fuels).

Socio-Linguistic: (2)

Uses new words and models to answer questions and write a personal response. Uses ideas from the prompts (As citizens we can do many things to reduce the effects of global warming.).

Discourse: (1)

Level 1: Connects simple sentences using conjunctions (and, or, so) and time markers (Whe [When]). However, there is no evidence of connecting sentences with sequence markers.
Approaching Level 2: Connects ideas in related sentences using conjunctions and time markers.

Editing: (2)

Edits sentences for end punctuation (.), commas in a list (oil, gas, coal), regular spelling (use, throw, else) and addition of detail (Don’t drive the car.).


Grade 

7

Overall Level 

3

Linguistic Vocabulary: (4)

Level 3: Uses a range of utility words, descriptive words, subject-specific words and academic words related to curricular concepts.
Level 4: Selects from a greater range of words, including utility words (citizens, world, bicycle, car, house, bike, bus, subway, taxi, bottle), descriptive words (serious threat, harmful, several, nearby, clean), subject-specific words (global warming, reduce, reuse, recycle, plastic, metal), academic words (reasons, impact) and words with multiple meanings (way, bags) with increased understanding of curricular concepts.

Linguistic Grammar: (3)

Writes plurals (effects, methods, places), possessive pronouns (his, my, our), prepositional phrases (in order to), regular verbs in continuous (walking, riding) and simple past tense (no evidence), and irregular verbs in continuous (being) and simple past tense (no evidence) with more control of agreement and tense.
 
Linguistic Syntax: (3)
 
Writes simple, compound and complex sentences, and ideas in logical sequence and detailed paragraphs (Finally, the impact of consumerism is ought to be reduced as the negative points are it is dangerous to our planet.).

Strategic: (3)

Uses familiar vocabulary, known phrases (global warming), common expressions (mother earth, eco-friendly) and word lists.

Socio-Linguistic: (3)

Produces text for a specific purpose. (Writes a personal persuasive response to writing. Now you know about my reasons to stop Global Warming.  As good citizens we should try our best to conserve mother earth for all.)
 
Discourse: (3)

Connects ideas in a basic paragraph using conjunctions (or, but, and), time markers (Now) and sequence markers (First, Second, Finally).

Editing: (3)

Edits for placement of apostrophes (missed apostrophe in todays [today’s]), quotation marks (no evidence), a variety of tenses (should have to walk, ride, has to go, reduce) and common irregularly spelled words (environment, recycling, reuse).


Grade 

7

Overall Level 

4


Linguistic Vocabulary: (4)
 
Selects from a greater range of utility words (world, cardboard, bottles, electricity), descriptive words (dangerous, plastic, both, one), subject-specific words (global warming, greenhouse gases, public transport, solar, hydro electricity), academic words (process, reduce, effects) and words with multiple meanings (place, side) with increased understanding of curricular concepts.

Linguistic Grammar: (3)
 
Level 3: Writes plurals (things, bags, sides), possessive pronouns (our), prepositional phrases (by the, in which), regular verbs in continuous (is destroying, melting, using, driving) and simple past tenses (no evidence), and irregular verbs in continuous (buying) and simple past tenses (no evidence) with more control of agreement and tense.
Level 4: Uses negatives, irregular plurals, object pronouns, prepositions, regular verbs in past and future continuous tenses, and irregular verbs in past and future continuous tenses.

Linguistic Syntax: (4)
 
Writes connected complex sentences and cohesive, well‑developed text with supporting detail (Due to a global warming the ozone layer is depleting and the harmful ultraviolet rays are reaching the earth.).

Strategic: (4)
 
Uses circumlocution and word substitution to add descriptions to writing and make better word choices (Also the ice in the mountains = glaciers, we buy so much = goods, packaging.).

Socio-Linguistic: (4)

Writes expository and narrative texts with knowledge of culturally appropriate forms and styles (To stop the causes of global warming we could start by Recycling.).
 
Discourse: (4)
 
Connects ideas in a three-paragraph narrative using transition words (also, when, as) and subordinate conjunctions (after, so that).

Editing: (4)

Approaching Level 4: Edits for capitalization of proper nouns (no evidence), apostrophes (no evidence), quotation marks (no evidence), hyphens (no evidence), dashes (no evidence), commas (,), regular spelling (factories), irregular spelling, spelling of homophones and homonyms (piece, wind, right), subject–verb agreement (is, are is), word choice (consumerism) and addition of supporting details (We could stop global warming by reducing pollution caused by cars.)


Grade 

7

Overall Level 

5

Linguistic Vocabulary: (5)
 
Selects from a broad range of words (threat, planet, polluted, emissions, exhaust, acid rain, affects, wildlife, depleting, glaciers, packaging, instead, hydroelectric, pollution, fossil fuels, precious).
 
Linguistic Grammar: (5)

Uses phrasal expressions (left by, switch off), conditional structures (Less gas and coal would be burned if people used alternate power sources.), and passive and active voice (Global warming is caused by the greenhouse gases ..., Global warming is making ...).
 
Linguistic Syntax: (5)

Writes a variety of sentence structures to express relationships of time and condition (If people prefer not to take the bus or train they could walk or ride a bike.).

Strategic: (5)
 
Uses a variety of strategies to make effective word choices (One is to plant more trees and stop deforesting [deforestation].).

Socio-Linguistic: (5)

Produces expository and narrative texts with a developing sense of audience, genre, voice and degree of formality (First, we have work together to reduce, reuse and recycle to stop the causes of global warming.).

Discourse: (5)
 
Connects ideas in a cohesive, well-developed five-paragraph academic composition using a variety of cohesive devices (Because, Due to, One of the things, Finally, For example, Next, As well, Another way, when).
 
Editing: (5)

Edits and revises for punctuation conventions (?), (,) (etc.), appropriate word forms (useful, washable) and word choice (consumption), content, organization (… and we could carry cloth bags to carry our groceries and purchases instead of wasting plastic bags.) and verb tense (has become, is destroying, could stop).