Page 119 - The Ontario Curriculum, Grades 11 and 12: English, 2007 (Revised)

Grade 12, College 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 informational, literary, 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 short paragraph to explain a school tradition to a student who is new to the school; a brochure about bullying or sexual harrassment; an editorial for the school newspaper critiquing a school policy; a poem about a personal experience for a teen audience)
Teacher prompts: “What changes would you make if you were rewriting this section of the technical manual in plain language for a gen- eral audience?” “What specific words would you use in your poem to appeal to a teenage audience?”
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., use a graphic organizer to plan the questions they will address in writing a report on an independent study project; conduct an Internet search for informa- tion to use in writing the text for an oral presen- tation, and bookmark websites and databases that seem useful; in groups, use a graphic organizer to record and assess contrasting opinions on a
current issue that they will be writing about;1 gather information from a variety of print and online sources to write a product report for peers on a new digital media player; use a writer’s notebook to jot down and keep a record of ideas for potential creative writing projects; conduct both formal and informal meetings with teach- ers, librarians, and community experts to gener- ate ideas for research on their topic; accurately and thoroughly record all sources used to gather ideas and information, so that if they use the ideas and information, they can credit the origi- nal author, avoid plagiarism, and provide a com- plete bibliography or reference list)
Teacher prompts: “What questions should you ask yourself to determine whether a resource is reliable and likely to provide credible information?” “What are some specific ways to tell if an online resource
is reliable and if the information it provides is up to date and accurate?”
Research
1.3 locate and select information to 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 range of sources that could provide appropriate informa- tion for their assignment, such as books, journals, online databases, websites, audio and video
WRITING
OVERALL EXPECTATIONS
By the end of this course, students will:
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1. TLCC 7-12 “Making Judgements: Both Sides Now” 74