Page 137 - The Ontario Curriculum, Grades 11 and 12: English, 2007 (Revised)

Grade 12, Workplace Preparation
2. Using Knowledge of Form and Style
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | English
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websites, and online databases, as well as resources available in community institutions such as public libraries and local businesses; interview representatives of volunteer organiza- tions and community groups, where appropriate to their topic; record all sources of information in a list of works cited or bibliography, observ- ing conventions for proper documentation and full acknowledgement of sources and extracts, in recognition of the need to credit original authors and promote academic honesty; use a template to evaluate sources and information for reliability, objectivity, and comprehensiveness; before com- pleting their research, conduct a conference with their teacher and the teacher-librarian to help them determine whether the sources they have consulted to date are adequate and the information they have gathered is complete)
Teacher prompts: “What print and electronic sources are you considering using for your research? What additional sources could you consult?” “What criteria did you use to select the sources for your research?”
Organizing Ideas
1.4 identify, sort, and order main ideas and sup- porting details for writing tasks, using a variety of strategies and organizational patterns suited to the content and the purpose for writing (e.g., use index cards to organize information and ideas for writing reports; in small groups, cluster the key images and supporting details they will use in writing a poem;3 organize relevant factual information for a report into an introduction, a body, and a conclusion; use a concept map to rank the most and least important ideas and information in their notes,4 or use different coloured high- lighters to colour-code their notes, ranking ideas and information from important to non-essential and/or irrelevant)
Teacher prompts: “Which of the ideas from your brainstorming session will you use in your poem? How did you select them?” “What order will you use to present the information you have gathered in your report?”
Reviewing Content
1.5 determine whether the ideas and information gathered are relevant to the topic, accurate,
complete, and appropriately meet the require- ments of the writing task (e.g., ask themselves questions about the reliability and objectivity of their sources and the accuracy, completeness, and relevance of the ideas and information they have gathered 5)
Teacher prompts: “Have you used a variety of sources to research your topic?” “Do your sources represent a variety of perspectives? What additional sources could you consult to ensure that your work is credible?”
By the end of this course, students will:
Form
2.1 write for different purposes and audiences, using a variety of informational, graphic, and literary forms (e.g., a how-to guide for a teenage audience on setting up a DVD player; a reflec- tive narrative about a work experience that had a powerful effect on them, to be read aloud to peers; a presentation for jobless youth on preparing effective résumés)
Teacher prompts: “What points will you emphasize in your how-to guide? How would they differ if the guide were for adults?” “What graphic elements will you include in your how-to guide, and why?”
Voice
2.2 establish a distinctive voice in their writing, modifying language and tone skilfully to suit the form, audience, and purpose for writing (e.g., use clear and precise language in providing instructions; use evocative language, including metaphors and similes, to communicate emotions in a memoir; use descriptive language to estab- lish a particular mood or tone in a poem or song lyric; use appropriate vocabulary to effectively convey excitement in an adventure story written for young children)
Teacher prompts: “What kind of language would you use to describe a delicious meal to let your audience know that you really enjoyed it?” “Why would the kind of lan- guage used in a set of instructions for adults be different from the kind used in a story written for young children?”
Diction
2.3 use appropriate descriptive and evocative words, phrases, and expressions to make their writing clear, vivid, and interesting for their intended audience (e.g., use figurative language to describe something in a poem; brainstorm to come up with a list of alternative, more effective words, phrases, and expressions to substitute for words they habitually use in their writing, and retain the list to consult for future writing assignments6)
3. TLE 10-12 “Finding Organizational Patterns – Poetry” 2
4. TLCC 7-12 “Most/Least Important Ideas” 44 5. TL Library Research 7-12 6. TLE 10-12 “Sentence Starters” 46
“Reacting to Reading: Critically Evaluating Resources” 20