Page 52 - The Ontario Curriculum, Grades 11 and 12: English, 2007 (Revised)

and television programs, online databases, and websites; develop and use a detailed template to evaluate sources for reliability, objectivity, and comprehensiveness; use key word searches and other browsing strategies when using search engines and Internet directories to locate infor- mation relevant to their topic; record all sources of information in a bibliography or reference list, observing conventions for proper documen- tation and full acknowledgement of sources and extracts, in recognition of the need to credit orig- inal authors and promote academic honesty)
Teacher prompts: “What questions have you developed to guide your research? Which other questions could you ask that would expand your research and ensure that the information you find is relevant, reliable, and up to date?” “What steps have you taken to ensure that you will be able to credit all research sources fully and accurately?”
Organizing Ideas
1.4 identify, sort, and order main ideas and sup- porting details for writing tasks, using a vari- ety of strategies and selecting the organiza- tional pattern best suited to the content and the purpose for writing (e.g., reorganize the
plot outline for a story to include a series of flashbacks; identify a pattern to guide their use
of imagery in writing a poem;2 work in groups to sort and organize their ideas for creating a rap, focusing on categories such as voice, power, and the depiction and/or exclusion of certain groups;3 use a graphic organizer to refine their ideas about a thesis or topic in preparation for writing a lit- erary essay; determine the organizational pattern, such as chronological order, climactic order, or cause and effect, best suited to presenting ideas and information in an essay on a specific topic)
Teacher prompts: “How will you determine the best pattern of imagery to use in your poem?” “How will you organize the infor- mation you have gathered for your essay to best develop your thesis?”
Reviewing Content
1.5 determine whether the ideas and information gathered are accurate and complete, interesting, and effectively meet the requirements of the writing task (e.g., review the information gath- ered for a literary essay, eliminating general and irrelevant material, and assessing the remaining specific and relevant details to ensure that they effectively meet the information requirements of the writing task)
Teacher prompts: “Which of the quotations you have collected are the most relevant to your analysis of this short story?” “Have
you presented a variety of points of view in developing the thesis of your research paper?”
2. Using Knowledge of Form and Style
By the end of this course, students will:
Form
2.1 write for different purposes and audiences using a variety of literary, informational, and graphic forms (e.g., a report comparing the responses of classmates by gender or ethnocul- tural background to a novel studied in class; a narrative poem for peers, based on a short story; a critique of a film for a community newspaper; texts that will form part of a public relations campaign to change the image of a villain; the text of a speech for a student running for student council president;4 an opinion piece about the use of racist, sexist, or homophobic language and its effects on readers)
Teacher prompts: “What text form have you chosen to compare the responses of males and females in the class to this character in the novel?” “What forms will you use in your PR campaign?”
Voice
2.2 establish a distinctive voice in their writing, modifying language and tone skilfully and effectively to suit the form, audience, and purpose for writing (e.g., use colloquialisms or dialects in writing dialogue for a story, to give a character authenticity; use a confident, authori- tative tone in a persuasive essay; use repetition, rhythm, and other rhetorical devices effectively to establish a distinctive tone and style in writ- ing a poem; write the script for a monologue in which a character communicates his or her dis- tress about a false accusation)
Teacher prompts: “How can you convey this character’s emotions when confronted by this false accusation? What words might he use? How might a minor character relate the tale of the false accusation?” “How can you project a professional tone in this covering letter applying for a student loan?”
Diction
2.3 use appropriate descriptive and evocative words, phrases, and expressions imaginatively to make their writing clear, vivid, and interest- ing for their intended audience (e.g., use a
WRITING
2. TLE 10-12 “Finding Organizational Patterns – Poetry” 2
3. TLE 10-12 “Reacting to Reading: Graffiti” 28 4. TLE 10-12 “Revising
and Editing: Modelled Writing” 50
51
English
ENG3U