Page 179 - The Ontario Curriculum, Grades 11 and 12: English, 2007 (Revised)

Grade 12, University Preparation
1. Exploring Ideas, Forms, and Styles: generate and experiment with ideas about writing content, forms, and styles;
2. Drafting and Revising: organize, draft, and revise their writing, employing forms and stylistic elements appropriate for their purpose and audience;
3. Editing, Proofreading, and Publishing: use editing, proofreading, and publishing skills and strategies to refine and polish their work;
4. Collaborative Writing: collaborate in the writing process with peers by generating ideas, responding to peers’ work, and assessing peers’ work in a workshop setting.
1. Exploring Ideas, Forms, and Styles
2. Drafting and Revising
B. PRACTISING WRITING OVERALL EXPECTATIONS
By the end of this course, students will:
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | English
SPECIFIC EXPECTATIONS
By the end of this course, students will:
Generating Ideas
1.1 generate and explore ideas for potential writ- ing projects independently through reflection, reading, listening, viewing, and research (e.g., maintain a writer’s notebook to record ideas and insights that could be used in writing projects; generate experimental drafts based on models presented by the teacher; use rapid writing to initiate their thinking about a writing topic; research a topic of interest for an information piece; research a controversial Aboriginal issue for an editorial; listen to radio or television panel discussions, talk shows, or interviews on an issue of their choice to find an angle to explore in writing)
Teacher prompts: “What have you read recently that was interesting or unusual and that has given you an idea to use in writing a personal essay?” “Given this particular scenario, what are some of the possible
ways you could develop it?”
Experimenting With Forms and Styles
1.2 use text forms and stylistic elements in experi- mental ways to develop an effective personal writing style (e.g., collect and record examples of rhetorical devices and figurative language that they can draw on for writing projects; convert the content of a personal essay into a poem;
transform research on a historical event into a narrative poem; build a paragraph around a comment recorded in their personal journal; introduce a story through the words of an unreli- able narrator; create several different introduc- tions for a short story; combine literary, graphi- cal, and informational texts to establish setting; use dialect to reveal character in a monologue; create a found poem from a newspaper article)
Teacher prompts: “What information would you exclude from a newspaper article in order to recast it as a poem?” “How could you alter the dialogue in a script to commu- nicate the dramatic conflict between the char- acters more effectively?” “How could you adapt the media technique of jolting the audience in your short story?” “Choose a comment from your journal as your starting point, and just keep writing. If you hit a roadblock, choose another comment and con- tinue.” “Would the poem you’re planning to write be more effective as a free verse poem? Why?” “Do you prefer to write poetry or prose? Opinion pieces or expository text? Can you explain why?”
By the end of this course, students will:
Drafting: Focus on Content
2.1 select and organize ideas and information to draft texts appropriate for the purpose and
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