Page 172 - THE ONTARIO CURRICULUM, GRADES 9–12 | Classical Studies and International Languages

Level 3, University Preparation
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.
THE ONTARIO CURRICULUM, GRADES 9–12 | Classical Studies and International Languages
SPECIFIC EXPECTATIONS
D1. Purpose, Audience, and Form
By the end of this course, students will:
D1.1 Identifying Purpose and Audience: deter- mine, with minimal support from the teacher, their purpose for writing and the audience for texts in the target language they plan to create (e.g., to depict a conflict between a superhero and a villain in a short graphic novel; to defend an opinion in a newspaper editorial or a film critique; to produce a biography that highlights the admirable qualities of a personal hero; to introduce themselves and the region in which they live to a potential exchange student by letter; to describe a significant Canadian historical event or person in a guide for newcomers to Canada; to defend animal rights in a letter to an organization that uses animals to
test products; to express their viewpoint about
an environmental or social justice issue, such as a project proposed on First Nations, Métis, or Inuit lands, in a letter to a politician; to outline in an application the attributes that make them suitable candidates for funding to support postsecondary study, work, or volunteering abroad)
Teacher prompts: “What key expressions could reflect the different personalities of your superhero and villain?” “What phrases might enhance the authority of your opinion?”
D1.2 Writing in a Variety of Forms: write a variety of level-appropriate texts in the target language, applying their knowledge of various structural and stylistic elements of each form (e.g., a report interpreting information in a graph or chart of census data for the target language; a cover letter to accompany a résumé; a summary of a journal, short story, or novel from an alternative point of view; a letter to the editor persuading youth to pursue language studies; a diary entry expressing a personal reaction to bullying; an essay about a social or an environmental issue)
Teacher prompts: “What kinds of information could you include in your cover letter to convince a potential employer to read your résumé? How will you describe your skills without simply repeating the résumé? What is the ideal length for the letter?” “In your letter to the editor, what connections can you make between your point of view and your personal experience?”
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
D. WRITING OVERALL EXPECTATIONS
By the end of this course, students will:
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