Page 183 - 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: deter- mine, with some support from the teacher, their purpose for writing and the audience for texts in the target language they plan to create (e.g., to compose a follow-up e-mail thanking a guest speaker for a presentation on bullying prevention; to review fashion trends or new technology for the school newspaper; to produce a brochure promoting the value for adolescents of learning an international language; to report on a sports game or an arts performance in a letter to a community magazine; to produce a blog entry criticizing discriminatory language and its effects on school culture; to summarize for younger students the results of
a survey of student attitudes towards diversity and equity; to write a proposal requesting support from the school parent’s council for a school environmental initiative)
Teacher prompts: “Considering your audience, what text form will best suit your purpose of promoting the value of language learning? Why?” “How will you adjust the language you use to summarize the survey in order to appeal to younger readers?”
D1.2 Writing in a Variety of Forms: write a variety of level-appropriate texts in the target language, applying their knowledge of several structural and stylistic elements of each form
(e.g., a class word web identifying an environmental problem and possible solutions; an original fairy tale; a rap or song lyrics describing a social issue that affects adolescents, such as mental health and well-being; a captioned photo essay illustrating
a current event or topic of personal interest; a storyboard for a short autobiographical film or documentary)
Teacher prompts: “What is significant about the event your photo essay is illustrating? How can you choose images that will communicate the significant points to your audience? How can you make your captions complement and enhance the photos?” “What kinds of written directions can you add to your storyboard to explain and supplement the pictures?”
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 modelled, shared, guided, and independent
WRITING
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International Languages
LBADO – LDYDO