Page 136 - The Ontario Curriculum, Grades 11 and 12: English, 2007 (Revised)

WRITING
OVERALL EXPECTATIONS
By the end of this course, students will:
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, graphic, and literary 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.
SPECIFIC EXPECTATIONS
1. DevelopingandOrganizingContent
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., single paragraphs expressing their opinion of topics or issues dis- cussed in class to prepare for a group discussion; a report for presentation to peers providing information on a topic of personal interest, including a table of contents and an overview
of the subject, organizing their material under appropriate headings, observing conventions for proper documentation and full acknowledgement of sources and extracts, and using technological aids appropriate to the task, such as concept- mapping or presentation software;1 a covering letter to accompany a résumé responding to a specific, advertised position)
Teacher prompts: “How will the contents of your covering letter [in application for a job] differ from the contents of your résumé?” “Judging from these samples, what is the purpose of an annual report, and who would its audience be?”
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 rapid writing to generate ideas for a topic;2 as a class, complete
a K-W-L chart to determine what they need to research about a topic; with a partner or in small groups, generate and record ideas for writing about a teacher-selected topic; use print, online, and other resources to gather ideas about a topic of their choice; in small groups and within a specific time frame, examine several advertisements and record their observations of patterns used in the marketing of products and/or services as a way to generate ideas for an opinion piece about advertising aimed at teenagers; accurately 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 plagiarism, and provide a complete bibliography or reference list)
Teacher prompts: “What ideas did you gener- ate by completing the K-W-L chart?” “Which topics that you have already written about would you like to revisit?”
Research
1.3 locate and select information to appropriately 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 using a research portfolio; identify and consult a range of sources that could provide appropriate information
for their assignment, such as reference books,
WRITING
1. TLCC 7-12 “Writing a Report” 144 2. TLCC 7-12 “Rapid Writing” 98
135
English
ENG4E