Page 51 - The Ontario Curriculum, Grades 11 and 12: English, 2007 (Revised)

Grade 11, University Preparation
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 literary, informational, and graphic 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.
1. Developing and Organizing Content
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | English
SPECIFIC EXPECTATIONS
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., an expository essay comparing the themes of two short stories or poems; an opinion piece for a local magazine about teenagers’ perceptions of portrayals of body image in advertising, television sitcoms, and fashion layouts; an adaptation of a children’s story into a script, including stage directions, for a one-act play)
Teacher prompt: “How would you dramatize this event in the story to appeal to an audience of children? What rhetorical devices would be effective? What parts of the narrative could become the characters’ dialogue?”
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., work in pairs to brainstorm ideas for an opinion piece;1 use
a graphic organizer to group ideas and to help them determine the focus of or the key concepts to be used in an essay; take notes during class- room presentations on a topic for later use in preparing a report on the topic; use a graphic
organizer to create a pattern of imagery for writ- ing a poem on a specific topic or theme; consult print, electronic, and other sources, including online catalogues and CD-ROMs, to identify potential sources of information for use in an essay; consult bibliographies and reference lists in books and periodicals, including e-books and e-journals, to identify additional sources that would help them expand their research; 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 plagia- rism, and provide a complete bibliography or reference list)
Teacher prompts: “What questions would you like to investigate in preparing to write this essay?” “What have you identified as a pos- sible thesis?” “How do you plan to search the online catalogues and databases you have identified as potential sources of infor- mation for your essay?”
Research
1.3 locate and select information to effectively 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; identify a range
of sources that could provide appropriate infor- mation relevant to their assignment, such as books, journals, community-based newspapers
WRITING
OVERALL EXPECTATIONS
By the end of this course, students will:
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1. TLE 10-12 “Speakers’ Corner” 80