Page 104 - The Ontario Curriculum, Grades 11 and 12: English, 2007 (Revised)

(e.g., use specialized dictionaries to verify the meaning of terminology they want to use in writing a technical report; identify shared roots and the use of the same prefixes and suffixes in words from different subject areas;9 incorporate into their writing new words encountered in their reading both in and outside the classroom)
Teacher prompt: “What resources have you consulted in order to build your vocabulary in this area? Which have been most useful?”
Punctuation
3.3 use punctuation correctly and effectively to communicate their intended meaning (e.g., use commas, semi-colons, colons, and dashes cor- rectly to clarify meaning, to improve the rhythm and flow of a sentence, and/or for stylistic effect)
Teacher prompt: “What is the most obvious choice for punctuation in that sentence? What other choice would improve the rhythm of the sentence?”
Grammar
3.4 use grammar conventions correctly and appro- priately to communicate their intended mean- ing clearly and effectively (e.g., use a variety of sentence structures correctly to communicate complex ideas;10 use transitional words and phrases to write coherent paragraphs; incorpo- rate parallelism and balance in paragraph struc- ture to enhance clarity and style; use pronoun case, number, and person correctly; select singu- lar or plural verbs to agree with subjects con- taining collective nouns, as appropriate for their intended meaning; use the active and passive voice appropriately and effectively for their pur- pose and audience;11 use unconventional gram- mar for effect12)
Teacher prompt: “What is an example of unconventional grammar that would suit the purpose or the character?”
Proofreading
3.5 regularly proofread and correct their writing (e.g., consult print and electronic resources as necessary to verify that their spelling, vocabulary, punctuation, and grammar are accurate and/or appropriate; assess the validity of the feedback provided by a partner who has proofread their work by consulting print and electronic resources, and make corrections where necessary)
Teacher prompts: “Why are accurate spelling, vocabulary, punctuation, and grammar such important elements of writing?” “How many drafts does your writing need to go through before you submit it as final?”
Publishing
3.6 use a variety of presentation features, including print and script, fonts, graphics, and layout,
to improve the clarity and coherence of their written work and to heighten its appeal and effectiveness for their audience (e.g., format and publish the script for a scene in a short film on a fictional subject of their choice; select appealing and appropriate fonts, graphics, and layout for a brochure informing teenagers about an impor- tant health or social issue)
Teacher prompts: “How can you integrate the photos and the text in your brochure in an appealing way?” “Have a look at the designs of these three current books. Which presentation do you find most appealing, and why? What do you think each design is trying to achieve?”
Producing Finished Works
3.7 produce pieces of published work to meet criteria identified by the teacher, based on the curriculum expectations (e.g., adequate development of information and ideas, logical organization, appropriate use of form and style, appropriate use of conventions)
Teacher prompt: “What knowledge base do you expect the audience of your literary essay to have? What organizational techniques have you used to develop your thesis so that it will appeal to this knowledge base?”
4. Reflecting on Skills and Strategies
By the end of this course, students will:
Metacognition
4.1 demonstrate insight into their strengths and weaknesses as writers, and practise the strat- egies they found most helpful when writing particularly complex texts to improve their writing skills (e.g., assess the strategies they have used for overcoming writer’s block, and explain the specific ways in which these strategies have been helpful; describe to peers how they revised a first draft to strengthen content and style; cre- ate a list of tips to be used in peer editing of their writing, including the kind of assistance and advice that they feel would specifically benefit them; compare their current writing skills with those required for higher education, and identify specific goals for improvement)
Teacher prompts: “What were the most suc- cessful strategies you used in writing this essay?” “How did you determine which information and ideas in earlier drafts you
WRITING
9. TLE 7-9 “Sample Roots and Prefixes” 54 10. TLE 10-12 “Sentence Starters” 48 11. TLE 10-12 “Revising and Editing – The Passive Voice” 59 12. TLE 10-12 “Modelled Writing” 51
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English
ENG4U