A few differences:
Writing the names of the states from memory involves a meaningful retrieval task, where the letters are already in patterns.
Writing the alphabet is also a retrieval efficiency task, but it's not all that meaningful.
Near- and far-point copying involve not only fine-motor and visual tracking skills, but sustained attention, organization, and self-editing.
Composing a story from a starter includes some retrieval factors, is meaningful, but also requires substantial organizational, working memory, and self-monitoring skills. (You have to have a mental sense of the structure of your writing, hold it in your head through the whole process; compose and organize sentences in your head, hold each one in working memory until you get it down on paper; manage self-monitoring of rote mechanics skills throughout.)
People with EF issues, such as in ADHD, usually do better with meaningful than with rote tasks, which have insufficient intrinsic interest to keep them focused and organized. Organization, working memory, and self-monitoring are other EF skills, also frequently affected in ADHD.
In dysgraphia, the ladder might look like: copying letters>copying words>copying sentences>generating letters>generating words>generating sentences>generating paragraphs+.
So composing paragraphs is at the end for both causes of writing difficulties, but some of the earlier tasks may be in a different sequence.
