Page 68 - The Ontario Curriculum, Grades 11 and 12: English, 2007 (Revised)

WRITING
OVERALL EXPECTATIONS
By the end of this course, students will:
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 informational, literary, 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.
SPECIFIC EXPECTATIONS
1. Developing and Organizing Content
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., a speech to a youth group in support of a charity; a single organized paragraph outlining a procedure to someone who is not familiar with it – for exam- ple, explaining to a new computer user how to create a backup file; an investigative report on a local issue for a community newspaper;1 a review of several websites that provide similar kinds of information of interest to teenagers;
a small anthology of poems for a friend)
Teacher prompts: “How does the language you would use in a letter to a local politician differ from that you would use in writing to a friend?” “How will the fact that you will be addressing a group of young people affect the way you will write your speech?”
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., consult print and online sources to find information for a short report about a subject of personal interest; develop and use a step-by-step plan to research different points of view about a current social
issue;2 in small groups, use a concept map to generate research questions for a report; interview a classmate with a different cultural background from their own for the context for a story or film script; use a personal journal to record their insights about a book in preparation for a book club discussion about it; use index cards to record their research notes and sources; search online databases to identify potential sources of information)
Teacher prompts: “If the purpose of your paragraph is to explain how to back up a computer file to people who don’t know how to do it, where will you begin to look for information?” “How will maintaining thorough and accurate research notes help you when you write your report?”
Research
1.3 locate and select information to appropriately 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 using a research portfolio; identify a range of sources in school or public libraries and on the Internet, such as books, documentary programs, periodicals, newspapers, databases, and websites, that will provide the most appropriate information for their assignment; use key word searches and other browsing strategies when using search engines and Internet directories
WRITING
1. TLCC 7-12 “Writing a Business Report” 147 2. TLE 10-12 “Using a Venn Diagram” 94
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English
ENG3C