Page 101 - The Ontario Curriculum, Grades 11 and 12: English, 2007 (Revised)

Grade 12, University Preparation
1. Developing and Organizing Content: generate, gather, and organize ideas and information to write for an intended purpose and audience;
2. Using Knowledge of Form and Style: draft and revise their writing, using a variety of literary, informational, and graphic forms and stylistic elements appropriate for the purpose and audience;
3. Applying Knowledge of Conventions: use editing, proofreading, and publishing skills and strategies, and knowledge of language conventions, to correct errors, refine expression, and present their work effectively;
4. Reflecting on Skills and Strategies: reflect on and identify their strengths as writers, areas for improvement, and the strategies they found most helpful at different stages in the writing process.
1. Developing and Organizing Content
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | English
SPECIFIC EXPECTATIONS
By the end of this course, students will:
Identifying Topic, Purpose, and Audience
1.1 identify the topic, purpose, and audience for a variety of writing tasks (e.g., a letter of application to a specific program at a postsecondary school; the script for a satirical monologue on contem- porary issues and popular culture to be delivered to their peers; an essay analysing character development in a literary work; an adaptation
of a complex scene from a Shakespeare play into a narrative for an English language learner)
Teacher prompt: “How do you plan to incor- porate elements that are specific to drama, such as the reliance on dialogue to convey information, into your narrative?”
Generating and Developing Ideas
1.2 generate, expand, explore, and focus ideas for potential writing tasks, using a variety of strategies and print, electronic, and other
resources, as appropriate (e.g., record notes from a group discussion about a literary work to generate ideas for an analytical essay on
the work; use a variety of strategies, including inquiry, divergent thinking, and discussion with peers, to explore a potential topic and generate ideas for writing an informational report; use a writer’s notebook while reading literary texts to jot down and keep a record of ideas for creative
writing; brainstorm to develop a focus for their research, formulate a question that encapsulates the focus, and establish their research parameters to suit the focus;1 consult print, electronic, and other resources, including public and postsec- ondary library collections, to identify potential sources of information for a report or essay; create and annotate a list of website addresses that may be useful in researching a topic; before starting their research, interview community business people, representatives of volunteer or community-service organizations, or social-issue advocates, as appropriate to their topic; record all sources used to gather ideas and information, so that if they use the ideas and information, they can credit the original author, avoid plagia- rism, and provide a complete bibliography or reference list)
Teacher prompts: “How can you narrow
your focus for this essay?” “Are there deeper questions that you should be exploring?” “How will you ascertain areas of overlap among all these sources of information and establish a clear direction for your writing?”
Research
1.3 locate and select information to fully and effectively support ideas for writing, using a variety of strategies and print, electronic, and other resources, as appropriate (e.g., create a research plan and track their progress; identify a wide range of sources that could provide
WRITING
OVERALL EXPECTATIONS
By the end of this course, students will:
100
1. TL Library Research 7-12 “Generating Ideas: Setting the Context” 8