Page 88 - The Ontario Curriculum, Grades 11 and 12: English, 2007 (Revised)

Teacher prompt: “Could you combine these short sentences to make a more interesting longer sentence? Which connecting words would you use? Does the punctuation need to be changed?”
Proofreading
3.5 proofread and correct their writing, using guidelines developed with the teacher and peers (e.g., review drafts using an editing check- list specific to the writing task; use a highlighter to identify questionable words or phrases that they need to check for correct usage12)
Teacher prompt: “What words did you high- light as possible errors when you reread the piece? Have you checked those words to con- firm their meaning and their spelling?”
Publishing
3.6 use several different presentation features, including print and script, fonts, graphics, and layout, to improve the clarity and coherence of their written work and to engage their audi- ence (e.g., select the most appropriate fonts, graphics, and layout for a brochure, keeping their purpose and audience in mind; make the appropriate changes to adapt an electronic tem- plate for a facsimile to one for a memo)
Teacher prompt: “What visual will you use as your centre of interest? Where could you place it? How would you arrange text around it?”
Producing Finished Works
3.7 produce pieces of published work to meet criteria identified by the teacher, based on the curriculum expectations (e.g., adequate development of information and ideas, logical organization, appropriate use of form and style, appropriate use of conventions)
Teacher prompt: “What important points have you learned about creating a brochure? What are some important considerations you could include on a checklist for brochures that you could review before submitting your finished work?”
4. Reflecting on Skills and Strategies
By the end of this course, students will:
Metacognition
4.1 describe several different strategies they used before, during, and after writing; explain which ones they found most helpful; and identify several specific steps they can take to improve as writers (e.g., describe how brainstorming in a small group helped them generate ideas for writ- ing; describe specific ways in which reading a piece of writing aloud to a partner for feedback helped them to improve it)
Teacher prompts: “What strategy for generat- ing ideas would be worth trying again?” “Describe a problem you encountered while working on this assignment, and how you resolved it.” “What would you do differently if you had the opportunity to redo this assignment?”
Interconnected Skills
4.2 identify several different skills they have in listening, speaking, reading, viewing, and representing, and explain how these skills help them write more effectively (e.g., describe how listening to the lyrics of a particular song has improved their ability to write and/or enriched their writing)
Teacher prompt: “How did listening closely to the way teenagers talk to one another after school help you write the dialogue for your scene?”
Portfolio
4.3 select several examples of different types of writing that they think most clearly reflect their growth and competence as writers, and explain the reasons for their choice (e.g., select a piece of writing for a class anthology and explain why they think it is a good example of their work; choose several pieces for a literacy portfolio that reflect their growth over time, explaining how each one demonstrates an improvement in their writing skills)
Teacher prompt: “Which pieces of your writ- ing best reflect your writing skills? Why did you choose these pieces?”
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