Page 102 - The Ontario Curriculum, Grades 11 and 12: English, 2007 (Revised)

appropriate information relevant to their assign- ment, such as books, periodicals, blogs, streamed media, online databases, audio and video record- ings and films, and archived newspapers and multicultural community newspapers; search digital media and community resources such as university libraries and government agencies,
as appropriate to their topic; conduct interviews with community and other experts in person or online to obtain leads about reliable and inform- ative print and online sources, or to confirm and augment information gathered from other sources; develop and use a detailed template to evaluate sources for reliability, objectivity, and compre- hensiveness; record all sources of information
in a bibliography or reference list, observing conventions for proper documentation and full acknowledgement of sources and extracts, in recognition of the need to credit original authors and promote academic honesty)
Teacher prompts: “As your research gives
you more information about your topic, is your choice of sources changing? Are you still confident that your focus is appropriate, or is it changing too?” “Are there other people you could talk to who may be sources of information about your project? What kind of information could they supply?” “How will you document human sources?”
Organizing Ideas
1.4 identify, sort, and order main ideas and sup- porting details for writing tasks, using a vari- ety of strategies and selecting the organiza- tional pattern best suited to the content and the purpose for writing (e.g., use a concept map to organize key concepts for their argument in an essay, including an acknowledgement and a rebuttal of alternative positions;2 organize the important points in a motivational speech in climactic order; use a variety of organizational patterns, such as comparison, analogy, and examples, to present ideas and information in essays; develop an organizational plan for a complex document, such as a book or magazine that will contain several genres of text, and include in the plan elements such as the text genres and forms, the voice and/or point of view for each text, and appropriate, relevant, and appealing images, graphics, and fonts)
Teacher prompt: “What is your thesis for this literary essay? Which organizational pattern will best help you convince your readers to agree with your point of view?
Reviewing Content
1.5 determine whether the ideas and information gathered are accurate and complete, interest- ing, and effectively meet the requirements of the writing task (e.g., review and assess the ideas and information they have assembled for accuracy, relevance, specificity, clarity, complete- ness, and/or insight, using an effective personal marking system of their choice, such as high- lighter pens, sticky notes, and recipe cards, and eliminate material or augment what they have, as appropriate3)
Teacher prompts: “Of the ideas you have gathered for your essay, which one do you think needs to be developed more fully, and which one could be dropped?” “Does the information you have collected enable you to fully explain the imagery in the play?”
2. Using Knowledge of Form and Style
By the end of this course, students will:
Form
2.1 write for different purposes and audiences using a variety of literary, informational, and graphic forms (e.g., a parody of a soliloquy in a play studied in class, for their peers; an essay analysing the themes, image patterns, or narra- tive techniques used in a literary work; a novel study website on a novel of their choice for an audience of teenagers; a feature article for a community newspaper that describes a conflict between people from different cultures in their school or community and proposes a solution to the conflict)
Teacher prompts: “What elements could you add to your article to help make it compelling for readers? Have you interviewed any of
the people involved in these conflicts, or any of the authorities who could help resolve the issue?” “How have you used graphic and informational forms on your novel study website? Why did you use them in these ways?”
Voice
2.2 establish a distinctive and original voice in their writing, modifying language and tone skilfully and effectively to suit the form, audience, and purpose for writing (e.g., write a soliloquy in the voice of the antagonist in a play; use a warm, convivial tone in writing a graduating-class report for the school yearbook; use academic language and an authoritative tone effectively to convey confidence in writing a research or literary essay)
2. TLE 7-9 “Developing and Organizing Ideas: Supporting the Main Idea” 38 3. TL Library Research 7-12 “Developing and Organizing Ideas: Looking for Relationships” 24
WRITING
101
English
ENG4U