Page 182 - The Ontario Curriculum, Grades 11 and 12: English, 2007 (Revised)

C. REFLECTING ON WRITING OVERALL EXPECTATION
By the end of this course, students will:
SPECIFIC EXPECTATIONS
1. Metacognition
By the end of this course, students will:
Understanding Their Creative Choices
1.1 identify and explain specific creative choices they made throughout the writing process to help them better understand the art of writing (e.g., explain the relationship between their choice of content, form, stylistic elements, and techniques and their purpose and audience; identify and explain improvements in their writing skills and changes in their personal writing style)
Teacher prompts: “Why did you decide to end the story the way you did?” “In writing this piece, when did you find yourself moving away from the style of the model to develop your own style?” “How did you determine whether or not to accept your peers’ suggestions for revision?” “Where did you find it necessary to break away from habitual patterns in your writing style to improve the quality of your work?” “Can you identify a recurring theme or motif in your work, and explain how it relates to your personal experience?”
Understanding Their Perspectives and Biases
1.2 explain how their own beliefs, values, and experiences are revealed in their writing
(e.g., explain what they have included in and excluded from their description of a person,
and how they intend the resulting description
to affect the reader’s impression of the person; examine their writing to check for bias, and con- sider whether other perspectives and/or voices should be included to strengthen the impact of their writing; explain where and how their per- sonal values and beliefs are reflected in the characters in a story they have written; identify,
and explain the significance of, images in their poems that reflect specific personal or cultural experiences they have had; explain how the genres and styles they prefer to read have influ- enced their writing)
Teacher prompts: “How can you make sure that your writing reflects your own beliefs, values, and experiences, but also appeals to a wider audience?” “Are there any perspec- tives missing from your writing? If so, were these omissions a conscious choice?” “What genres do not engage you as a writer? Why do you think this is? Do you think that your content interests shape your preference for a certain genre?”
Planning to Improve
1.3 identify their areas of strength and weakness as writers, and the steps they can take to improve their own writing (e.g., explain the difficulties they encountered in revising a specific piece of writing, and how they overcame them; identify a gap in their writing skills, and strategies they could implement to become a more well- rounded writer; identify the step in the writing process that causes them the most problems, and what they plan to do to address this difficulty)
Teacher prompts: “Describe the strengths you see in your most recent piece of writing, and areas where you think you could improve.” “What factor or combination of factors causes you to abandon a piece of writing?” “What specific writing techniques would you like
to work on?” “Do you see yourself more as a creative writer, an analytical writer, or a tech- nical writer?” “How has learning about and practising the writing of fiction enhanced your ability to write non-fiction, and vice-versa?”
REFLECTING ON WRITING
1. Metacognition: identify their strengths as writers and areas where they could improve, and assess the growth and development of their own writing style.
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The Writer’s Craft
EWC4U