Page 85 - The Ontario Curriculum, Grades 11 and 12: English, 2007 (Revised)

Grade 11, Workplace 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 informational, graphic, and literary 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 several different types of writing tasks (e.g., an opinion piece about an Aboriginal issue for a school or community newsletter; a brochure describing activities offered by their school for a student audience;1 a letter of application for a job in a local company; a narrative about a personal experience for a class publication)
Teacher prompt: “Is this brochure for students now attending this school, or for students who may be interested in attending it? How will your decision about the target audience affect the content of the brochure?”
Generating and Developing Ideas
1.2 generate and focus ideas for potential writing tasks, using several different strategies and print, electronic, and other resources, as appro-
priate (e.g., ask themselves questions to identify their prior knowledge about the topic and the information they need; in small groups, use a graphic organizer to record and focus the ideas they generate for their topic; 2 conduct a class survey to gather opinions about a local issue they are considering as a topic, and record the opinions in a table or a chart for later review;
search online library catalogues to identify potential sources of information; keep records of sources used and information gathered in a form that makes them easy to understand and retrieve, such as a T-chart)
Teacher prompt: “What writing ideas were generated by your group? How did you focus these ideas to decide on a particular topic?”
Research
1.3 locate and select information to support ideas for writing, using several different strategies and print, electronic, and other resources, as appropriate (e.g., create a research plan and track their progress using a print template; identify several types of sources that are most likely to provide relevant information for their assign- ment, such as newspaper articles, multimedia resources, or interviews with community, neig- bourhood, or family members; use key word searches and other browsing strategies when using search engines and Internet directories to locate specific information relevant to their topic; record all sources of information in a list of works cited or references, observing conventions for proper documentation and full acknowledgement of sources and extracts, in recognition of the need to credit original authors and promote academic honesty; use a checklist to evaluate sources and information for reliability, objectivity, and comprehensiveness)
WRITING
OVERALL EXPECTATIONS
By the end of this course, students will:
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1. TLCC 7-12 “Writing an Explanation” 148 2. TLE 10-12 “PMI Place Mat” 116