Page 147 - THE ONTARIO CURRICULUM, GRADES 9–12 | Classical Studies and International Languages

D. WRITING OVERALL EXPECTATIONS
By the end of this course, students will:
D1. Purpose, Audience, and Form: write texts in the target language for different purposes and audiences, using a variety of forms and knowledge of language structures and conventions of the written language appropriate for this course;
D2. The Writing Process: use the stages of the writing process – including pre-writing, producing drafts, revising, editing, and publishing – to develop and organize content, clarify ideas and expression, correct errors, and present their written work in the target language effectively;
D3. Intercultural Understanding: in their written work in the target language, demonstrate an awareness of aspects of culture in diverse communities where the target language is spoken and other communities around the world, and of the appropriate use of sociolinguistic conventions in the target language in a variety of situations.
SPECIFIC EXPECTATIONS
D1. Purpose, Audience, and Form
By the end of this course, students will:
D1.1 Identifying Purpose and Audience: determine, with support from the teacher,
their purpose for writing and the audience for texts in the target language they plan to create (e.g., to produce a short report introducing a real or an imagined new technology; to highlight the environmental impact of different kinds of trans- portation in a community campaign poster; to convince their families to visit another city or country by creating a travel brochure; to compose a poem or song lyrics reflecting the theme and/or emotions expressed in a short story they have read; to express personal feelings in a journal entry; to create a set of instructions explaining how to use
a product; to create an itinerary and a budget for a trip to volunteer in a country where the target language is spoken)
Teacher prompts: “What is the primary purpose of your report: to encourage people to use the technology or to advise them about its potential problems? Who is the intended audience?” “How should the language on a community campaign poster differ from the language you might use when writing to a friend?”
D1.2 Writing in a Variety of Forms: write a variety of level-appropriate texts in the target language, applying their knowledge of some structural and stylistic elements of each form
(e.g., a short article about the benefits of learning international languages; a short biography of an important Canadian historical figure, such as a First Nation, Métis, or Inuit individual; a résumé tailored for a job of personal interest; a multimedia text demonstrating the benefits of daily physical activity; a critique of a work of art or a dance by their favourite artist or choreographer; a blog review of a television show or movie; a social media report about an economic issue currently in the news in a target-language community; a visa application for a country where the target language is spoken)
Teacher prompts: “How does repeating key words in a multimedia text help convey the intended message?” “What linguistic elements can you include in a critique to appeal to and affect the reader?”
D1.3 Applying Language Knowledge: use language structures and conventions appropriate for this course (see the Language Knowledge chart for international languages in Appendix B) to communicate their intended meaning in written work in the target language
D2. The Writing Process
By the end of this course, students will:
D2.1 Generating, Developing, and Organizing Content: generate, develop, and organize ideas for writing in the target language, using a range of pre-writing strategies and resources, during
WRITING
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International Languages
LBACU – LDYCU