Page 209 - The Ontario Curriculum, Grades 11 and 12: English, 2007 (Revised)

THE ONTARIO CURRICULUM, GRADES 11 AND 12 | English
electronic link. An electronic connection that allows users to move quickly within or between documents, files, or websites on a computer.
elements of media works. The elements of media works may be grouped in the following way:
Audio elements. Speech, music, back- ground sounds, sound effects, volume, dialects and accents, silence, narration, pace, sequence of sounds.
Visual elements. Lighting, colour, images, size and type of lettering, size of images, sequence (e.g., of images, symbols, graphics, camera angles, or logos), props (e.g., costumes, furnishings), speed of presentation, shape or design, credits, details of sponsorship, anima- tion, live action.
Compositional elements. Plot, form (struc- ture), theme, setting, atmosphere, point of view, characterization.
elements of text. The characteristic aspects of a particular text form (e.g., story: plot, characters, setting, theme).
elements of writing (composition and style). Essential aspects of written compo- sitions. Examples include: a central theme or topic; the organization of information and ideas; diction (word choice); the use of conventions of spelling, punctuation, grammar, sentence structure, and para- graphing; plot; characterization; atmosphere; point of view; literary (stylistic) devices.
essay. A prose composition that discusses a subject or makes an argument. This type of writing often presents the writer’s own ideas on a topic. See also academic essay,
personal essay.
etymology. The origin and history of the form and meaning of a word. Dictionaries often provide etymologies of words.
expectations. The knowledge and skills that students are expected to develop and to demonstrate in their class work, on tests, and in various other activities on which their achievement is assessed. Overall expectations describe in general terms the knowledge and skills that stu- dents are expected to demonstrate by the end of each grade. Specific expectations describe the expected knowledge and skills in greater detail.
explicit information and ideas.
Information and ideas that are stated clearly and directly. (Compare implicit meaning.)
explicit teaching. Direct, purposeful teaching of specific knowledge, skills, or strategies. In explicit teaching, the teacher: explains what the knowledge, skill, or strategy is, why it is used, and when to use it; models how to use it; guides and coaches students as they practise it (e.g., in shared reading and then in guided reading sessions); and then asks them to demonstrate their learning independently.
figurative language. Words or phrases used in a non-literal way to create a desired effect (e.g., metaphors, similes, personification, oxymoron). See also imagery, literary device.
fishbone map. A graphic organizer that uses framing questions to show the causal relationships involved in a complex event. Framing questions might include: “What are the factors that cause X? How do they relate to one another?”
five (5) W’s. The five basic questions (who, what, where, when, and why?) that provide a framework for recounting personal or factual experiences and retelling stories or events.
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