Page 173 - THE ONTARIO CURRICULUM, GRADES 9–12 | Classical Studies and International Languages

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 modelled, shared, guided, and independent writing activities (e.g., create a clear thesis statement and a list of points to support it; pose questions to guide research; gather supporting ideas and information from print and online sources; group point-form notes into main ideas and supporting details; organize ideas into a problem/ solution pattern for a report about a current issue; determine the best structure, such as chronological order, compare and contrast, or cause and effect, for presenting information in a report or an essay)
Teacher prompts: “What do you intend to prove in your text? How might you explain it in one sentence?” “Which of the following best describes the type of content of your essay: a sequence of events, the differences and similarities between two or more ideas, or the role of one event in causing another? With the content you’ve chosen, how might you structure your essay?”
D2.2 Drafting and Revising: plan and produce drafts in the target language, and revise their writing using a variety of strategies (e.g., verify that each point in a draft is supported by sufficient information; match the structure and length of their sentences to the purpose of the text; improve the flow between paragraphs and between sentences by selecting words and phrases that indicate the logical transition from one idea to the next; refer
to feedback from a peer conference to help them improve the coherence of their draft; write a short summary of their draft to help them evaluate its clarity and determine how to revise it further; add, delete, or reorder information to improve
the clarity of their draft)
Teacher prompts: “What effect does a series
of short sentences have on the reader? Where in your draft might it be suitable to use this technique?” “Write a short summary of your draft. Is the message clear? If not, what should your next steps in revision be?”
D2.3 Producing Finished Work: make improve- ments to enhance the clarity and readability of their written work in the target language, and use a range of elements of effective presentation to produce a polished product for publication (e.g., add organizational elements such as headings, a table of contents, or pull quotes to highlight key information; add a sidebar with definitions of
unfamiliar terms; include quotations to support their ideas in an argumentative essay, and acknowledge the sources appropriately)
Teacher prompt: “What terms does your text contain that might be unfamiliar to your readers? How can you include definitions without disrupting the message?”
D2.4 Metacognition:
(a) describe a range of strategies they found helpful before, during, and after writing;
(b) identify their areas of greater and lesser strength as writers, and plan steps they can take to improve their writing skills (e.g., select their best work for a writing portfolio and justify their choices; describe what makes an outline essential to the organization of a text; identify the self-correction techniques they find most useful when revising their written work and, in a personal reflection journal, comment on how they use them; describe the effectiveness of different resources they consult when correcting written work, such as peers, the teacher, parents, and print and online references; describe how exchanging ideas with a partner is effective as a strategy to improve their own writing; identify the benefits of planning carefully for each part of the writing process)
Teacher prompts: “As you review your writing portfolio, what similarities do you find between the pieces of work that you consider your best? How does that discovery help you set new writing goals?” “Which self-correction techniques do you find most helpful when you revise your writing? Describe how you use one of them.” “When you exchanged writing ideas with a partner, how did your partner’s approach to the same topic differ from yours? How did the activity help you prepare for writing?”
D3. Intercultural Understanding
By the end of this course, students will:
D3.1 Intercultural Awareness: in their written work in the target language, communicate information about communities where the target language is spoken, including aspects
of their cultures and their contributions to
the world, and make connections to personal experiences and their own and other commun- ities (e.g., create a multimedia text about the history of indigenous peoples in a target-language commun- ity; write an opinion piece about an environmental or a social issue in a country or region where the target language is spoken; write a report on the effects of technology on a target-language com- munity; analyse whether certain cultural customs
WRITING
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International Languages
LBADU – LDYDU